Shahab Parvinpour; Mahmood Sheikh; Rasol Hemayattalab; Fazlollah Bagherzadeh
Abstract
Dyad training is a method in which pair groups participate in learning motor skills and it seems that it could be characterized as an optimal instructional environment through enhancing effectiveness and efficiency of training conditions. The aim of the present study was to examine the effect ...
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Dyad training is a method in which pair groups participate in learning motor skills and it seems that it could be characterized as an optimal instructional environment through enhancing effectiveness and efficiency of training conditions. The aim of the present study was to examine the effect of dyad training on learning front crawl swimming. Twenty 7-10-year-old boys were assigned to two groups of dyad and individual training (each group 10 subjects). After receiving instructions and observing the perfect skill, subjects were paired; one half entered the water to perform the required skill and the other half stayed outside and like a coach gave his partner a feedback on his performance after observing his trial. After some trials, they exchanged their roles. However, after receiving instructions and observing the perfect model, all children in individual group entered the water and simultaneously performed the required skill. In the retention test, each child’s 10 m swimming was filmed and these clips were evaluated by 2 federation coaches using front crawl swimming checklist. The inter class correlation coefficient was 0.90. The results of retention test showed a significant difference between dyad and individual groups (P<0.05). So it can be concluded that dyad training method is not only economical in terms of energy consumption and instructional environment but also more effective compared with the traditional swimming instruction methods.
Esmaeil Nasiri; Ahmad Farokhi; Fazlollah Bagherzadeh
Abstract
The purpose of the present study was to examine the effects of self – control modeling , that is presenting moded to learner whenever they asked for it, on learning a timing task.Twenty four right handed subjects (12 males, 12 females, aged 19-20) voluntarily participated in the study and were ...
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The purpose of the present study was to examine the effects of self – control modeling , that is presenting moded to learner whenever they asked for it, on learning a timing task.Twenty four right handed subjects (12 males, 12 females, aged 19-20) voluntarily participated in the study and were assigned randomly to two groups of self – control and yoked.The task was pressing the keys number 1, 4, 5 and 8 on a sequential timing apparatus while keeping certain absolute timig. People in the self – control group received the model whenever they requested it, while subjects in the other group were yoked with self – control group. The experiment consisted of acquistion, retention and transfer phases and absolute timing error was used as dependent variable. Results of factorial ANOVA in acqistion phase showed that even through there were a significant decrement in two groups on absolute timing error (P<0.05), but there were no significant decrement in two groups on absolute timing error (P<0.05), but there were no significant difference between two groups in this changes (P>0.05).Results of retention test failed to show any significant difference between two groups (P>0.05). but in transfer test self – control group showed significantly less error than yoked (P<0.05). the results showed that benefitcial effects of self – control technique anc well generalized to modeling domain and make practice conditions more accordant with informational needs of learners.
Fatemeh Rezaei; Mahdi Shahbazi; Fazollah Bagherzadeh
Abstract
Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity ...
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Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity on decisionmaking (speed and accuracy) of expert female soccer players. For this purpose, 16expert female soccer players (mean age 22.4±3.8 yr) with 8 or more years ofcompetitive experience were voluntarily selected from Tehran women's premierleague. Soccer related photographs on a computer monitor were used to evaluatethe decision making task; participants had to decide which action they wouldundertake (shoot, pass, dribble). Three different levels of arousal (low: with nospectators, medium: with silent spectators and high: with cheering spectators) inthree different levels of intensity (resting, 40% of HRmax, 80% of HRmax) weredesigned. To measure the accuracy and speed of decision making, parametricmethod of MANOVA, 3(training intensity levels) in 3 (arousal levels), was used. Tototally compare the groups, one-way analysis of variance, ANOVA with repeatedmeasures and Tukey post hoc test were used at α=95%. The results showed nosignificant difference in the speed of decision making among different arousallevels (P>0.05) while a significant difference was observed in the accuracy ofdecision making among different arousal levels (P˂0.05). The speed of decisionmaking improved in the low and medium arousal levels through an increase intraining intensity while no significant difference was observed in the speed ofdecision making in high arousal level among different intensity levels (P>0.05).Furthermore, the accuracy of decision making showed no significant difference inlow and high arousal levels among different intensity levels (P>0.05). Theaccuracy of decision making improved in low arousal level through an increase intraining intensity. These finding showed that training intensity and arousalseparately influenced each decision making component.
