amir dana; Mansour khalilzadeh Kouchameshki
Abstract
Introduction: The aim of the present research was to study the effect of motivational self-talk on endurance performance with an emphasis on the role of self-determination. Methods: The participants included 18 physical education students with a history of regular exercise with an average age of 21.08 ...
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Introduction: The aim of the present research was to study the effect of motivational self-talk on endurance performance with an emphasis on the role of self-determination. Methods: The participants included 18 physical education students with a history of regular exercise with an average age of 21.08 ± 2.5 years, who volunteered after getting acquainted with the objectives of the research and the application of its results in the current research. Participated. In three basic conditions, autonomous motivational self-talk (self-determining), controlled motivational self-talk (coach-determining) within the group, their endurance performance was measured in Bruce's test based on the time to complete exhaustion, and the perception of pressure was measured by Borg's test. Results: The results of the analysis of variance of repeated measures showed that self-talk in the self-determining condition compared to the coach-determining condition led to a decrease in the perception of pressure and improved endurance performance. The results of Benferroni's post hoc test showed that self-talk in coach-determining and self-determining conditions compared to conditions without self-talk led to improved endurance performance. Conclusion: In general, it seems that the autonomous motivational climate in the situation where the athlete played the main role in choosing and using the type of self-talk phrases; compared to the controlled motivational climate where the trainer determined the type and use of self-talk statements; By fulfilling the psychological needs of independence, connection and competence, it provided the basis for improving endurance performance and reducing the perception of pressure in athletes.
Amir Dana; Mansour Khalilzadeh Kouchameshki
Abstract
Introduction: The purpose of this research was to study the effect of timing the use of strategic self-talk on the performance and learning of novices.Methods: 36 new students in basketball skills were selected and randomly assigned into three pre-feedback strategic self-talk, post-feedback strategic ...
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Introduction: The purpose of this research was to study the effect of timing the use of strategic self-talk on the performance and learning of novices.Methods: 36 new students in basketball skills were selected and randomly assigned into three pre-feedback strategic self-talk, post-feedback strategic self-talk, and control groups. In each session, 60 practice trials were given from four points of the basketball arc. After every three trials, the coach gave feedback to the trainees about how to perform the skill. In the first experimental group, the novices were taught to use strategic self-talk after completing three practice trials and before providing feedback to identify errors; In the second experimental group, the novices were asked to use strategic self-talk after providing feedback to correct errors, and in the control group, both training and feedback were given, but no self-talk was provided. Finally, two weeks after the end of the intervention, a retention test was held.Results: The two-factor analysis of variance results in the acquisition phase showed that the main effects of sessions (P=0.000), and group (P=0.024) on basketball shooting performance were significant. Also, the interactive effect of sessions and groups on basketball shooting performance was significant (P=0.001). Finally, strategic self-talk before providing feedback improved basketball shooting skill learning compared to strategic self-talk after providing feedback (P=0.007).Conclusion: It seems that strategic self-talk before providing feedback is beneficial for learning basketball shots due to the attention to error identification and the use of the coach's feedback for error correction.
Pouya Biabani; Amir Dana
Abstract
The aim of the present study was to investigate the effect of educational and motivational self-talk on dart throwing performance with different difficulties. A total of 60 beginners and right-handers with an age range of 22 to 28 years were randomly selected and randomly divided into three groups of ...
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The aim of the present study was to investigate the effect of educational and motivational self-talk on dart throwing performance with different difficulties. A total of 60 beginners and right-handers with an age range of 22 to 28 years were randomly selected and randomly divided into three groups of educational self-talk, motivation and control. The study groups performed 5 groups of 12 attempts according to their instructions. All throws were performed at low difficulty level at a distance of 1.80 m, at medium difficulty level at a distance of 2.37 m and at high difficulty level at a distance of 2.87 m from the dartboard. The performance measurement index was evaluated based on the amount of radial error (distance of the dart from the center). The statistical method of two factor analysis of variance analysis was used with repeated measurements in the difficulty level factor for testing hypotheses. The results showed that educational and motivational self-talk led to significant improvement in the dart throw performance. Also, the effect of difficulty was significant, and finally, the interactive effect of self-talk and difficulty on the performance of the dart throwing was significant. In simple tasks, due to the nature of the skill, educational self-talk based on related cues seems to improve the skill well, but at a moderate difficulty level, the role of motivational self-talk seems to become more prominent because the situation requires more effort for success, and this is consistent with the relationship between task difficulty and performance.
Amir Dana; Saleh Rafiee
Abstract
Reaching and grasping is one of the most basic fundamental skills. The aim of this study was to address the differences of movement variability and movement smoothness in reaching and grasping in children and adults. 60 children (age range: 8-13 years old) were divided into 6 groups. The task used in ...
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Reaching and grasping is one of the most basic fundamental skills. The aim of this study was to address the differences of movement variability and movement smoothness in reaching and grasping in children and adults. 60 children (age range: 8-13 years old) were divided into 6 groups. The task used in the study included reaching and grasping a cube with the dimension of 3.6 cm
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which provided the palmar grasp for all children. Subjects had to grasp the cube with their dominant hands and brought it near their mouth. In addition, a group of adults participated in this study (age range: 24+1.2). Participants performed 10 trials and kinematic variables including mean squared jerk, dimensionless jerk, range of motion of elbow joint, and variability in coordination pattern were calculated. One-way ANOVA was used to analyze the data in each variable. The results showed that the 13-year-old group was significantly different than adult group in the mean squared jerk and dimensionless jerk. It was observed that 8- and 9-year-old groups had significant differences with other groups in range of motion of elbow joint and variability in coordination pattern; however, there was no differences among other groups. Overall, the results showed that the growth process of reaching and grasping is not limited to the early childhood. These results were interpreted according to the development of motor control and asynchronous acquisition of kinematic variables in the process of movement skill learning.
Amir Dana; Zynalabedin Fallah; Jalil Moradi; Akbar Ghalavand
Abstract
Introduction and aims: Brain-Derived Neurotrophic Factor (BDNF) as one of the factors associated with neuromuscular performance and cognitive function is reduced with increasing age. The objective of the present study was to investigate the effects of aerobic and cognitive training on the dynamic balance, ...
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Introduction and aims: Brain-Derived Neurotrophic Factor (BDNF) as one of the factors associated with neuromuscular performance and cognitive function is reduced with increasing age. The objective of the present study was to investigate the effects of aerobic and cognitive training on the dynamic balance, attention and serum BDNF levels in elderly men. Methods: In a quasi-experimental study, 60 healthy elderly men were selected through the purposeful sampling and were randomly divided into 4 groups including aerobic training, cognitive training, combinational training (cognitive aerobics) (cognitive training), and control. Training was performed during eight weeks at three sessions per week. T-test and one way ANOVA were used to analyze the data (P≤0.05). Results: at the end of the period, a significant increase was observed in BDNF serum in the intervention group compared to the control group (P ≥0.001). Also, there was a significant increase in the ratio of the correct response on the target and non-target stimuli. In addition, a significant decrease was observed in commission errors and omission errors, and reaction time in intervention groups compared to control groups (P<0.05). It can be added that the significant improvement was observed in dynamic balance in aerobic and combination groups compared to the control (P<0.001) and cognitive training (P<0.05). Conclusion: Cognitive and aerobic training lead to improving the attention and balance performance in the elderly with increasing BDNF, and it is better to use a combination of physical and cognitive training for the elderly.
