Parvin Mohammadi Farsani; Hamidreza Taheri Torbati; Mehdi Sohrabi; Ali Shoeibi
Abstract
Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research ...
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Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research method is a quasi-experimental type with a pre-test and post-test research design. 64 people with Parkinson's disease (mean age = 62.93 ± 3) were selected by convenience sampling method and randomly assigned into four equal groups (16 people) including blocked - high similarity, blocked - low similarity, random - high similarity, and random - low similarity. The participants performed 180 trials (12 blocks of 15 trials) for three sequential movement tasks. The error of movement patterns performance was calculated in all stages. In the acquisition stage, the 2 (contextual interference) × 2 (sequence similarity) × 11 (acquisition blocks) ANOVA with repeated measures of the last factor, and for the retention stage, the 2 (contextual interference) × 2 (similarity of sequence) × 3 (stages) ANOVA with repeated measures of last factor, and for the transfer and reprogramming stages, the 2 (contextual interference) × 2 (sequence similarity) ANOVA were used at P=0.05 level of significance.Results: The results showed that in the acquisition phase, the blocked-high similarity group performed better, and the interactive effect of the group and sequence similarity was not significant in the retention and transfer stages. In the reprogramming phase, the random-high similarity group was better.Conclusion: According to the elaboration hypothesis, random practice increases the strength of memory representation and forms deeper processing in memory.
Motor Development and Learning
Hamidreza Taheri; mehdi sohrabi; ehsan zarei mahmoudabadi
Abstract
Introduction: Manipulate and control the environment, leads to improved motor skills, increased sports participation, and more active social engagement. These factors, in turn, enhance physical and motor competence. This study aims to compare the effectiveness of traditional education and the Teaching ...
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Introduction: Manipulate and control the environment, leads to improved motor skills, increased sports participation, and more active social engagement. These factors, in turn, enhance physical and motor competence. This study aims to compare the effectiveness of traditional education and the Teaching Games for Understanding (TGFU) approach in enhancing perceived competence, sports participation, and basketball skills among 10-12 year-old students.
Methods: The present study was semi-experimental. The statistical population of the research included male students 10 to 12 years-old in Meybod City, that 45 people were selected using the available purposive sampling method, and they were randomly divided into three groups of 15 people, including traditional training, TGFU training and control groups. In order to collect data from sports participation motivation questionnaire, perception competence questionnaire, controlled dribble tests, and AAHPERD basketball pass tests were used. In addition, Covariance analysis (ANCOVA) tests and Bonferroni's post hoc test were used to analyze the data at a significance level of P≤0.05.
Results: The results showed that the perceived competence (physical, cognitive and social), sports participation and learning basketball skills (pass and dribble) in the traditional group and TGFU were better than the control group (Sig≤0.05). In the TGFU group, it was significantly higher than the traditional group (Sig≤0.05).
Conclusion: Teachers and coaches can use the TGFU teaching method to increase participation in sports and improve students' competencies, as well as provide an attractive and motivating learning experience for students.
Maryam Keihani; Hamidreza Taheri; Alireza Saberi; Majid Ghoshuni
Abstract
In most people getting old is associated with a decrease in both cognitive and motor functions. One of these functions that get affected is reaction time. The aim of this study was to investigate the effect of neurofeedback training protocol variation on the reaction time of elderly people, Which is ...
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In most people getting old is associated with a decrease in both cognitive and motor functions. One of these functions that get affected is reaction time. The aim of this study was to investigate the effect of neurofeedback training protocol variation on the reaction time of elderly people, Which is based on the principle of specificity of training. For this purpose ,Forty elderly participants between the ages of 65 to 70 years were selected and assigned to one of the for groups of experimental groups: 1) neurofeedback at Cz and beta wave, fixed frequency, fixed training arrangement, 2) neurofeedback at Cz and beta wave, fixed frequency, variable training arrangement 3) Neurofeedback at Cz and beta wave, variable frequency, fixed training arrangement, 4) Neurofeedback at Cz and beta wave, variable frequency, variable training arrangement) and 5) control (sham). All groups participated in simple reaction time tests for pre-test and post-test. The analysis of covariance showed that neurofeedback interventions had a significant effect on the reaction time of elderly people (p <0.05) and the frequency and the group with variable training arrangement had the best performance compared to the other groups (p <0.05). According to these results neurofeedback, training affects improving the reaction time of the elderly people and these interventions should be designed based on the principle of specificity of training.
Mohammad Hossein Zamani; Hamidreza Taheri Torbati; Aireza Saberi Kakhki; Majid Ghoshoni
Abstract
The purpose of this study was to investigate the effect of visual illusion on the learning of throwing skills in autism children. The research method was semi-experimental with repeated design and retention test. The statistical sample of this study was 33 children of 10 years old who were selected available ...
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The purpose of this study was to investigate the effect of visual illusion on the learning of throwing skills in autism children. The research method was semi-experimental with repeated design and retention test. The statistical sample of this study was 33 children of 10 years old who were selected available and were divided into three groups randomly: larger circle perceptions, smaller circle perceptions and control group. The tool used in this study was the Ebbinghaus illusion displayed on the ground and the beanbags for throwing from down to shoulder to goal. At first, the participants performed ten trials at the pre-test phase. Then, in the acquisition phase, 20 blocks completed 10 trials. 48 hours after the last session of the acquisition, a retention test was performed in 10 trials of the participant. To analyze the data, mixed analysis of variance analysis with repeated measures, one way analysis of variance and Tukey's follow-up were used. The results of this study showed that there was a significant difference between the groups both in the acquisition phase and in the retention phase between the groups, which this difference was in favor of the larger circle's perception group. Overall, the results of this study showed that a simple perceptual manipulation can increase motor learning in children with autism. Therefore, it is suggested to educators and sports practitioners to use this variable to improve their performance and improve their training sessions.
Saeed Nazari Kakavandi; Alireza Saberi Kakhki; Hamidreza Taheri Torbati; Hassan Rohbanfard
Abstract
The aim of this study was to investigate the role of the errorless, errorful and random practice schedules on the acquisition and learning of relative timing in a motor task. 51 male students (age: 22±4 years old) were selected and randomly assigned to four groups (control, errorful, errorless, ...
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The aim of this study was to investigate the role of the errorless, errorful and random practice schedules on the acquisition and learning of relative timing in a motor task. 51 male students (age: 22±4 years old) were selected and randomly assigned to four groups (control, errorful, errorless, and random). This study was carried out in five phases: pretest (PRT), acquisition (ACQ), 10-min retention and transfer and 24-hour retention and transfer. In the acquisition phase, a timing task with three different difficulty levels (simple, moderate, and difficult) was practiced in three sessions of 45 trials with feedback by experimental groups. In order to analyze the data, a mixed-design analysis of variance model with repeated measures on each variable was used in the acquisition and retention phases. The one-way analysis of variance (ANOVA) was used in the other phases. The findings of relative timing showed no significant differences among the groups in the pretest (P˃0.05). Additionally, in retention and transfer tests, errorless group had better performance than errorful, random and control groups (P≤0.05). Errorless group performed better than the random and errorful groups in 24-hour transfer test of the secondary task (P≤0.05). These results showed that practice in errorless conditions leads to a better learning of the task and its generalization to new conditions that are consistent with the implicit learning and reinvestment theories
Hanieh Ghasemian Moghadam; Mahdi Sohrabi; Hamidreza Taheri
Abstract
Balance is one of the basic important principles of learning in children, and its disorder can negatively affect learning.The aim of this study was to investigate the effect of selected motor games on balance in children with specific learning disorder. This study was semi-experimental and application ...
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Balance is one of the basic important principles of learning in children, and its disorder can negatively affect learning.The aim of this study was to investigate the effect of selected motor games on balance in children with specific learning disorder. This study was semi-experimental and application in terms of aims with pretest-posttest and a control group. 24 boys (7-9 years old) with specific learning disorder in Mashhad city were selected and assigned randomly to experimental and control groups. The experimental group performed selected motor games for 20 sessions, 30 minutes each sessions, 5 sessions per week. During this period, the control group performed its routine activities. Changes in the static balance of the subjects were measured by the Stork balance test and Sharpened Romberg test and dynamic balance of the subjects were measured by the heel-to-toe walk test and timed up-and-go test before and after the intervention. For statistical analysis, analysis of variance with repeated measures was used. Findings showed that selected motor games improved the static and dynamic balance of the experimental group. All these changes were significant in comparison with the control group (P<0.05). Based on these findings, it can be concluded that selected motor games help to improve static and dynamic balance in children with specific learning disorder.
Mohammad Hossein Zamani; Hamidreza Taheri Torbati; Alireza Saberi Kakhki
Abstract
The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected ...
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The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected by convenience sampling method. They were divided into 3 groups: larger circle perception, smaller circle perception and control after the goal size had been estimated. The Ebbinghaus illusion displayed on the ground and the tennis ball to throw from top of the shoulder towards goal were used in this study. Firstly, the participants performed 10 trials at the pretest stage. Then, they performed six 10-trial blocks in the acquisition phase. 48 hours after the last acquisition session, a retention test was performed in 10 trials. To analyze the data, mixed analysis of variance with repeated measures, one-way analysis of variance and Tukey post hoc test were used. The results showed a significant difference among the groups both in the acquisition and retention phases and this difference was in favor of the smaller circle perception group. In general, the results of this study indicated the beneficial effect of visual illusion on learning a sport skill. Therefore, coaches and sport authorities are suggested to use this variable to improve performances and training sessions
Mozhgan Memarmoghaddam; Hamidreza Taheri Torbati; Ali Kashi
Abstract
The aim of this study was to examine the effect of a course of physical exercise on cognitive function and Brain-derived neurotrophic factor in children with Attention Deficit Hyperactivity Disorder (ADHD). This research was performed semi-experimental. Participants included 25 male students aged 7 to ...
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The aim of this study was to examine the effect of a course of physical exercise on cognitive function and Brain-derived neurotrophic factor in children with Attention Deficit Hyperactivity Disorder (ADHD). This research was performed semi-experimental. Participants included 25 male students aged 7 to 10 years old referred to Ibn Sina Hospital in Mashhad, and randomly divided into two groups (control and experimental). The experimental group participated in an exercise program for 24 sessions, 75 minutes per session. The control group did not receive any intervention. All the participants performed Stroop Test and Go no go Test before and after the exercise. Also, blood samples were taken from these participants to measure serum BDNF before and after exercise. The data were analyzed using ANCOVA. The results demonstrated that cognitive function of the children in experimental group regarding Stroop and Go no go tsts showed significant difference compared with the control group, also Serum BDNF levels showed a significant increase (p<0.05). These results suggest that the organized exercise program helps to improve cognitive function and treat in children with ADHD.
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.
