Parvin Ghodrat; Ehsan Zareian; Mohammad Reza Ghasemian Moghadam
Abstract
Considering the effect that aerobic exercise can have on cognitive function and memory, the challenge that remains in research is how to schedule timing of these exercises in relation to the acquisition sessions. This study is looking at the question of how aerobic exercise before, during and after acquisition ...
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Considering the effect that aerobic exercise can have on cognitive function and memory, the challenge that remains in research is how to schedule timing of these exercises in relation to the acquisition sessions. This study is looking at the question of how aerobic exercise before, during and after acquisition affects the process of consolidating verbal memory. In a semi-experimental design, 48 non-athlete girls aged 20 to 30 years in four groups with different timing (Pre-training, during-training and post-training and control) performed a combination of Ray auditory verbal learning task and 15 minutes of moderate-intensity physical activity. Then, all groups participated in the retention test of memory task one and 24 hours later. The results showed that there was no significant difference between the groups in the trend of changes in the acquisition stage. In addition, the groups performed the same in retention tests. The only difference was observed in the rate of performance decline in the first retention test relative to the end-of-acquisition session, according to which, the control and pre-training groups had a significant decline in performance. Accordingly, it seems that physical exercise during and after acquisition session can have short-term positive effects on verbal memory, although more research is needed to conclude about the effects of timing.Key Words: Aerobic Exercise, Memory Consolidation, Training Timing, Auditory verbal learning, Acquisition
Mohammad Reza Ghasemian Moghadam; Hamidreza Taheri
Abstract
The aim of the present study was to evaluate the effect of pressure andattentional instruction on table tennis players' performance. For this purpose, 16table tennis players were tested in 4 conditions with different attentionalinstructions and pressure conditions. The test included a table tennis task: ...
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The aim of the present study was to evaluate the effect of pressure andattentional instruction on table tennis players' performance. For this purpose, 16table tennis players were tested in 4 conditions with different attentionalinstructions and pressure conditions. The test included a table tennis task: the ballcolor signified the target where the ball had to be hit and the player had to performtopspin drive against backspin balls that were thrown by the machine. Attentionalinstructions were different in task-irrelevant and task-relevant cues. Pressureconditions were manipulated through a competitive ranking and money prize.Participants' performances were assessed through accuracy in hitting definitetargets and verbal reaction time to attentional instructions. Data were analyzed bytwo-factorial ANOVA with repeated measures for each variable. The resultsshowed no significant difference in performance in different phases of the test(P>0.5). The only significant difference was related to the main effect of pressureon verbal reaction time, that is to say verbal reaction time increased under higherpressure (P<0.5). In total, the results indicated that under pressure, regardless ofthe type of attentional instruction, performance efficiency decreased.