Motor Development and Learning
Hanieh Ghasemian Moghadam; Hasan Mohamadzadeh
Abstract
Introduction: The present study aimed to investigate the effect of a course of Taekwondo goal-oriented physical exercises on the cognitive functions of children with learning disorders.
Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test control group design, 20 ...
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Introduction: The present study aimed to investigate the effect of a course of Taekwondo goal-oriented physical exercises on the cognitive functions of children with learning disorders.
Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test control group design, 20 boys with learning disorders were selected from the centers for learning disabilities by referring to special education in Mashhad. In the pre-test stage, the participants' working memory and inhibition were measured by N-back and Stroop tests, respectively. After that, the exercise group participated in the selected Taekwondo exercise program for three 50-minute sessions per week for four weeks. In each session, a set of My Brain cognitive games was used before the implementation of the exercise protocol. In the first 10 minutes of the session, cognitive games were played, then 10 minutes of warming up, 30 minutes of teaching and practicing Taekwondo techniques, and finally 10 minutes of cooling down were conducted. During this period, the control group did their usual activities. Finally, the dependent variables were measured again in the post-test phase. Repeated measures analysis of variance test was used for statistical analysis.
Results: Taekwondo goal-oriented physical exercises improved cognitive functions in the Exercise group; All these changes were significant compared to the control group (P<0.05).
Conclusion: Taekwondo goal-oriented physical exercises can be effective as an intervention to improve the cognitive functions of this group of children.
sepide jalali; Hassan Mohammadzade; jalal Dehghanizade
Abstract
Introduction: Menopause is the beginning of a new era in a woman's life. This period, like all other stages of life, has positive and negative aspects. The present study aimed to investigate the effectiveness of Pilates exercises on serum BDNF level, balance, and quality of life in menopausal and non-menopausal ...
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Introduction: Menopause is the beginning of a new era in a woman's life. This period, like all other stages of life, has positive and negative aspects. The present study aimed to investigate the effectiveness of Pilates exercises on serum BDNF level, balance, and quality of life in menopausal and non-menopausal women.Methods: The current study was a quasi-experimental research with a pre-test and post-test design that included two experimental and two control groups. The sample consisted of 60 menopausal and non-menopausal women (age 45.77±1.77 years) who were voluntarily selected and randomly assigned into four groups of 15 people. Fasting blood was drawn from all the participants 48 hours before the start of training and after the end of the training period. Then both experimental groups performed Pilates exercises for 12 weeks, three sessions per week and each session lasted 60 minutes. Also, the participants similarly performed the Y dynamic balance test and completed the World Health Organization Quality of Life (WHOQOL) questionnaire in pre-test and post-test.Results: The results of Mixed ANOVA showed a significant difference between the pre-test and the post-test of menopausal and non-menopausal women in relevant variables, so it can be said that probably 91%, 76%, and 94% of the changes in serum BDNF levels, balance and quality of life of menopausal and non-menopausal women are influenced by Pilates exercises. However, no significant effect was observed in the relevant variables of control groups (P≤0.05).Conclusion: Pilates exercises can be an effective strategy to improve serum BDNF levels, balance, and quality of life in menopausal and non-menopausal women.
Ghamar Mehri; Hasan Mohammadzadeh; Malek Ahmadi
Abstract
Introduction: Hearing impairment is a type of children's sensory disorder that cause problems in the daily life of children and parents. This research aimed to determine the effect of sensory-motor training on fine motor skills and the psychological well-being of children with hearing impairment.Methods: ...
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Introduction: Hearing impairment is a type of children's sensory disorder that cause problems in the daily life of children and parents. This research aimed to determine the effect of sensory-motor training on fine motor skills and the psychological well-being of children with hearing impairment.Methods: This applied research was a quasi-experimental type with a pre-test and post-test design. The statistical population included children with a hearing impairment from the elementary exceptional student education center in Ardabil City. To participate in this research, the hearing threshold of each student was measured using an audiometer. By using the convenience sampling method, 20 samples were selected and assigned to two control (N=10) and experimental (N=10) groups. The measurement tools included Peabody Developmental Motor Scale (PDMS) for fine motor skills and the Strengths and Difficulties Questionnaire (SDQ) for psychological well-being assessment. No training was given to the groups before the intervention. The experimental group performed 45-minute sessions of sensory-motor integration training for eight weeks and six days a week, by imitating the coach's movements and trying to coordinate with the group at the same time. The control group participated in daily activities. The analysis of the covariance (ANCOVA) test was used for statistical analysis.Results: sensory-motor integration training had a significant effect on improving children's fine motor skills and well-being and cause improvement in the levels of both factors.Conclusion: Participating in sensory-motor training can be of great help in reducing motor and psychological problems of children with hearing impairment.
Hasan Mohammadzadeh; Elaheh Yousefi
Abstract
Introduction: Growth is an uninterrupted, permanent, and continuous process and includes different dimensions. This study aimed to investigate the effect of rhythmic rebounding exercises on children's motor proficiency and motivation with a 6-month follow-up period.Methods: The current research was quasi-experimental ...
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Introduction: Growth is an uninterrupted, permanent, and continuous process and includes different dimensions. This study aimed to investigate the effect of rhythmic rebounding exercises on children's motor proficiency and motivation with a 6-month follow-up period.Methods: The current research was quasi-experimental with a pretest and posttest design. The statistical population was 9-10 years old children of Tabriz city, from which 30 people were selected by convenience sampling method and randomly divided into two experimental and control groups. The pre-test included the Bruininks-Oseretsky test of motor proficiency and the Children's Movement Motivation questionnaire. The experimental group performed the exercises on the rebounder for eight weeks, and the control group did not receive any intervention.Then, the post-test was conducted similarly to the pre-test. After six months period,a retention test was taken from participants of both groups. Statistical analysis was performed using mixed model Analysis of Variance at a significance level of 0.05 via SPSS version 24 software.Results: The results showed that the rhythmic rebounding exercises had a significant effect on the motor proficiency and motivation of 9-10 years old children so 95% of changes in gross motor skill and 98% of changes in children's movement motivation were probably influenced by the rebounding exercises.Conclusion: Jumping is a fundamental activity in children's motor development and motivation provides inner force for movement. According to the findings of this research, since rhythmic activities can create motivation for movement and sports activities develop motor skills, it is crucial to provide the necessary equipment and measures for children to use these exercises.
Mina Keshavarz; Hasan Mohammadzadeh
Abstract
Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches ...
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Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches on students' motor proficiency.Methods: This research was quasi-experimental with a pre-test and post-test design conducted in a field-based study. Fifty-five girl students (10-11years) were randomly divided into four groups: teaching game for understanding, game sense, hybrid of teaching game for understanding and game sense, and traditional group. Subjects practiced one-hour session three days a week according to their group's educational approach for 12 weeks. The Bruininks-Oseretsky test was used to assess children's motor proficiency.Results: The results of Mixed ANOVA showed a significant difference between the pre-test and post-test of the first three groups. So, it can be stated that for gross motor skills, the Hybrid group got the highest score with 79% of variance explained, and for fine motor skills and total motor proficiency, the teaching game for understanding got the highest scores with 84% and 85% of the variance explained, respectively. Traditional education did not have a significant effect on the investigated variables.Conclusion: It can be concluded that using the hybrid approach improves children's motor proficiency. The present study shows that teaching games for understanding and game sense models in the form of traditional games are a proper training method to improve motor proficiency in students. It seems that these approaches can be transferred to other educational levels
Borhanadin Ghari; Hasan Mohammadzadeh; jalal Dehghanizade
Abstract
The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The ...
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The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes.
Jalal Dehghanizade; Hasan Mohammadzade
Abstract
Relationship between Quiet Eye duration And Performance: Study of Duration And Location of Gaze Quiet eye is considered as a special gaze to a location of Motor space that is an indicator of motor control. The Aim of this study was to investigate the relationship between quiet eye durations and location ...
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Relationship between Quiet Eye duration And Performance: Study of Duration And Location of Gaze Quiet eye is considered as a special gaze to a location of Motor space that is an indicator of motor control. The Aim of this study was to investigate the relationship between quiet eye durations and location of gaze fixation with performance. The research sample included 60 right-handed boys (19-22 yr). The Snellen chart was used to assess vision. Task was a golf putting and the visual information was recorded through eye track glasses and motor information via a Video camera (SONY). The results of the Pearson correlation coefficient test showed the relationship between quiet eye and performance. Also, the correlation between the location of gaze fixation with quiet eye and performance was determined by Eta correlation coefficient. The results of ANOVA test showed that there was a significant difference between location of gaze fixation in quiet eye and performance variables. In other words, the duration and location of the fixation affect the motor performance. The components of vision can have an effective role in motor control. The quiet eye is a perceptual skill associated with expertise and superior performance. The benefit of the phenomenon has been demonstrated in a range of sporting tasks. The mechanism(s) underpinning this phenomenon are much-debated and are associated with varying assumptions.
Mahdiyeh Gharelar; Masumeh Shojaei; Hasan Mohammadzadeh
Abstract
Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer ...
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Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer students (19-23 years old) who were randomly selected and assigned to 4 experimental groups (internal focus under high and low pressure, external focus under high and low pressure). The groups practiced for 8 sessions after the pretest. Acquisition test was performed in the last session of practice, and the retention test was conducted with 2 and 10 days of delay after the last practice session. The accuracy of the shots was scored according to the distance of the ball from the pit. The results of U Mann-Whitney test showed priority of internal attention in the acquisition and 10-day delay retention tests and priority of practice under low pressure in 10-day delay retention test (P<0.05). The results of Kruskal–Wallis test and pairwise comparisons indicated priority of the acquisition of internal attention under high pressure on external attention under high pressure and the priority of delayed retention of internal attention under low pressure on external attention under high pressure (P<0.05). It seems that given the nature of skill in terms of unchanged environmental conditions and high accuracy and attention requirements especially in the early stages of learning, practice under low psychological pressure conditions and internal focusing will result in more delayed retention for novice people
Hassan Mohammadzade; Parisa Parsafar; Jalal Dehghanizade
Abstract
The mechanisms involved in expertise in the last decade have received a great deal of attention of researchers. They try to understand how performers are able to deal with complex tasks and overcome limitations to become highly skilled. The aim of this study was to compare gaze behaviors and decision ...
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The mechanisms involved in expertise in the last decade have received a great deal of attention of researchers. They try to understand how performers are able to deal with complex tasks and overcome limitations to become highly skilled. The aim of this study was to compare gaze behaviors and decision making skill among skilled (n=12) and novice (n=12) football players. 24 male football players (age range: 19-25 years old) took part in the study and were divided into two groups of experts and novices. Participants watched images of different situations and provided their prediction of the desired kicks by choosing the right key in the shortest time possible. The number and duration of fixations and the accuracy and speed of decision making were recorded using Eye Tracking and Reaction Time device. The results of ANOVA on decision making skill showed a significant difference between the two groups in their decision making speed and accuracy, but the results of the gaze behaviors showed no significant difference in the number and duration of fixations between the two groups. These results showed that expert players are able to select the appropriate signs of the screen based on a considerable amount of perception. In addition, the results of this study showed that expert players show higher perception of vision and better decision making than novice players.
Borhanaldin Ghari; Hasan Mohammadzadeh; Jalal Dehghanizadeh
Abstract
The aim of this study was to investigate the relationship between performance and the perception of size of target under internal and external attention focus conditions as well as the relationship between the initial perception of the size of target and performance. 70 male students (mean age ...
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The aim of this study was to investigate the relationship between performance and the perception of size of target under internal and external attention focus conditions as well as the relationship between the initial perception of the size of target and performance. 70 male students (mean age of 21±1.6 years) voluntarily participated in this study. They were randomly assigned to internal and external attention focus based on the type of attentional instruction. Subjects performed dart throwing task in 20 trials. The target size estimation test was performed before the trials, after the last trial and after the first successful trail. Pearson correlation coefficient was used for data analysis. The results showed a significant and positive relationship between the performance and perception of target size in external focus group. But in internal focus group, a significant relationship between performance and perception of the size of the target was not observed. Also, there was no significant relationship between the initial perception and performance in both groups. It is suggested that the focus of attention can be a mediating factor for action-specific perception phenomenon.
Hasan Mohammad Zadeh; Maryam Salehi; Hojatolah Amini
Abstract
This study compared the effects of neurofeedback and physical practices on performance and retention of dart throwing skill. 24 subjects were selected by convenience sampling method from female physical education students of Urmia University who were all right-handed with no history of neurofeedback ...
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This study compared the effects of neurofeedback and physical practices on performance and retention of dart throwing skill. 24 subjects were selected by convenience sampling method from female physical education students of Urmia University who were all right-handed with no history of neurofeedback training and dart throwing. They were divided to three groups: physical practice, neurofeedback and control (each group 8 subjects). The practice protocol was conducted 3 sessions a week for 5 weeks and then posttest was administered. Retention test was conducted 5 days after the last practice session. The data were analyzed by two-way ANOVA with repeated measures of factor test, one-way variance, and post hoc tests. The results of two-way analysis of variance with repeated measures indicated that although the participants progressed in both neurofeedback and physical practices in the performance phase, there was no significant difference between the experimental groups at this stage. In addition, the main effect of the test phases was significant, but the main effect of group and interaction of the test phases and group were not statistically significant. That is to say the difference of the effects of neurofeedback and physical practices on performance and retention of dart skill was not significant. These results clarified the effect of neurofeedback and physical practices; therefore, they need to be used simultaneously.
Abdollah Hemayattalab; Hasan Mohammadzadeh
Abstract
This study examined the effect of general and specific practice on the presence of a special skill. 24 healthy university students with no history of basketball were selected. After a pretest, they performed constant and variable practice (in constant and variable groups) for 5 weeks and 3 sessions per ...
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This study examined the effect of general and specific practice on the presence of a special skill. 24 healthy university students with no history of basketball were selected. After a pretest, they performed constant and variable practice (in constant and variable groups) for 5 weeks and 3 sessions per week. A performance test was conducted at the end of every week and retention and transfer tests were conducted after 2 days of detraining. The ANOVA test with repeated measures was used to analyze data. The results showed that the constant practice was better during performance in practice sessions and the variable practice was better in transfer of the mentioned skill. Also, no differences were observed in basketball throw from the penalty location between constant and variable practice groups in retention test. This finding did not support the hypothesis of special skill in basketball throw skill. Therefore, the coaches and players are recommended to use variable practice for more learning of basketball throw skill.
Jalal Dehghanizade; Maryam Lotfi; Hasan Mohammadzade
Abstract
The aim of the present study was to investigate the effect of physical training and working memory training on mental rotation ability. 45 non-athlete female students were purposively selected and randomly assigned to one of these groups: aerobic training, working memory training and control (each group ...
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The aim of the present study was to investigate the effect of physical training and working memory training on mental rotation ability. 45 non-athlete female students were purposively selected and randomly assigned to one of these groups: aerobic training, working memory training and control (each group 15 subjects). This study was quasi-experimental, which was a type of pretest-posttest with a control group. Mental rotation test was conducted for the sample. Physical training and working memory training groups participated respectively in aerobic training and working memory training for 30 minutes daily for two weeks. The control group performed their daily activities. Results of ANOVA with repeated measures showed that aerobic and working memory training affected mental rotation ability (P≤0.05). The findings suggested that cognitive abilities are facilitated by cognitive and motor interventions.
Jalal Dehghanizade; Hasan Mohamadzade; Hadi Moradi
Abstract
Mental rotation is the ability to imagine how an object will look if rotated away from the orientation in comparison with the one which is actually presented. That is a component of spatial abilities. This research aimed at comparing mental rotation ability in those with motor and cognitive experiences. ...
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Mental rotation is the ability to imagine how an object will look if rotated away from the orientation in comparison with the one which is actually presented. That is a component of spatial abilities. This research aimed at comparing mental rotation ability in those with motor and cognitive experiences. The method of this research was causal-comparative and the sample was selected purposively. The sample included 60 boys with a mean age of 17.17 years (motor experience = 20 subjects in wrestling group, cognitive experience = 20 subjects in computer game group and without motor and cognitive experiences (control) = 20 subjects). Peters et al. Mental Rotation Test (version A) (1995) was used to compare mental rotation. The results of the one-way ANOVA test showed a significant difference between the control group and wrestling group and also between the control group and PC game group (P≤0.01). There was no significant difference between wrestling and PC game groups in mental rotation (P>0.05). These findings indicated the positive effects of motor and cognitive experiences on cognitive development (mental rotation).
Hasan Mohammadzadeh; Mohammad Ali Nazari; Mandana Heidari
Abstract
Physical balance is one of the important factors in daily sport activities.Dynamic balance helps maintain the balance of those forces imposed on body insports and an increase in this balance improves motor and sport performance. Theaim of this study was to determine the effects of neurofeedback training ...
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Physical balance is one of the important factors in daily sport activities.Dynamic balance helps maintain the balance of those forces imposed on body insports and an increase in this balance improves motor and sport performance. Theaim of this study was to determine the effects of neurofeedback training on dynamicbalance of young men. 24 male undergraduate students voluntarily participated inthis study and were involved in a double-blind design including control andexperimental groups. The experimental group participated in neurofeedbacktraining including the inhibition of brainwaves of 4-7 Hz and the reinforcement ofbrainwaves of 15-18 Hz at O1-O2 regions of the hindbrain for 10 sessions and 30minutes per session. Participants in the control group were exposed to the samecondition, but instead they were provided with sham feedback. EEG and dynamicbalance tests were administered before, at the end of the fifth and tenth sessions oftraining for both groups. The results indicated that dynamic balance significantlyimproved in the fifth session and posttest. The findings demonstrate thatneurofeedback training can enhance dynamic balance of young men. It issuggested that this training should be used to increase dynamic balance of athletes.
Ali Fathizadeh; Parham Sistani; Ahmad Torkfar; Hassan Mohammadzadeh
Abstract
A motor task performance and imagery show several parallel characteristics. In this study, the effect of a voluntary speed change in mental images of a complex difficult sequence of karate techniques on subsequent motor performance was assessed. 24 male karate volunteers (mean age: 24.58±5.27 ...
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A motor task performance and imagery show several parallel characteristics. In this study, the effect of a voluntary speed change in mental images of a complex difficult sequence of karate techniques on subsequent motor performance was assessed. 24 male karate volunteers (mean age: 24.58±5.27 years) who were well skilled at performing the sequence movements participated in the pretest. During the training period, they imagined the motor task with normal, faster, or slower speeds in the real time, fast and slow groups respectively. The post-test was identical to the pretest. The data were analyzed by one-way variance analysis and t tests. The results showed no time difference between motor imagery duration and physical performance in real time group (P>0.05) while imagery speed decrease in slow group was not significant when compared with their own physical performance in the pretest (P>0.05). Fast group accelerated their mental imagery in the training period (P<0.05). The comparison between pretest and post-test by paired t test revealed that karate athletes improved the time of their performance after the real time and fast imagery (P<0.05). However, slow imagery had no effect on post-test performance (P>0.05). Also, independent t test results showed no significant difference between the effect of real time and the fast imagery (P>0.05). It seems that mental imagery in real speed of action and fast imagery had the advantage to improve the performance duration compared with the slower imagery. In conclusion, mental image speed is an important factor in motor imagery and it is suggested that it should be controlled by the athletes.
Shiler Ghasem Karimi; Hasan Mohammadzadeh Jahatlo; Fateme Hosseni
Abstract
Contextual Interference is defined as interference in performance and learning that arise from practicing one task in the context of other tasks. Transitional practice is a kind of practice sequence that starts out with trials of large blocks; then moves to smaller random blocks, and eventually finishes ...
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Contextual Interference is defined as interference in performance and learning that arise from practicing one task in the context of other tasks. Transitional practice is a kind of practice sequence that starts out with trials of large blocks; then moves to smaller random blocks, and eventually finishes with complete randomization. The aim of this study was to investigate the effect of ‘transitional practice schedule’ on contextual interference in learning three badminton skills. The research was quasi-experimental with three experimental groups. The subjects were 30 female students of physical education (age: 19±1.3) from Urmia University who voluntarily participated in the study. They practiced three badminton skills (long service, forehand toss and backhand toss strokes) for ten sessions. In each session, each subject practiced 15 trials for each skill and totally 45 trials. The blocked group practiced in a blocked format. The random group practiced all three skills randomly in a way that no two similar skills would be repeated one after the other in each sequence. The transitional practice group practiced the first three sessions in a blocked format, the next three sessions with five random trials, the next three sessions with three random trials and the last session in an entirely random format. The groups' performances were recorded in each session. After the ten sessions, the immediate retention test and after 48 hours with no practice, the delayed retention test was conducted. The data were analyzed by one-way analysis of variance with repeated measures (ANOVA). The results showed that in the acquisition stage, group differences were not significant (p=0.48), but the mutual reaction (practice sessions x groups) was significant (p=0.001). In immediate retention test, only the difference between the block and random groups was significant (p=0.005) and the blocked group performed better than the random group. In delayed retention test, both random and transitional groups performed significantly better than the block group (p=0.001). Transitional group performed better than the random group and this difference was significant (p=0.043).
Akbar Ghavami; Fatemeh Hosseini; Hasan Mohammadzadeh; Behnam Maleki; Hossien Borhani
Abstract
The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, ...
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The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, combined model. Subjects
trained handstand balance skill for three weeks (three sessions per week). Pretest,
acquisition test and retention test was performed for three groups. Subjects' scores
were obtained by calculating mean scores of three gymnastic referees based on
specific norm of Gymnastics Federation. The results of two-way ANOVA with
repeated measures showed significant effects of the three methods on motor
learning of handstand balance skill (pv=0.001). Also, the results showed no
significant difference between the combined model and animation model groups
(pv=0.156). Finally, both combined model and animation model groups were
better than static images group (pv=0.001). As a whole, results suggest that
observation of animation is a useful modeling method of learning handstand
balance skill in childhood. It is also suggested that static images be used along
with the animations as a supplement.
Hasan Mohammadzadeh; Mandana Heydari
Abstract
The aim of this study was to determine the probable relationship of failure and success with self-efficacy expectations in learning shooting skill. The subjects were 63 physical education students of Urmia University who were assigned to two experimental and one control group. The subjects received training ...
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The aim of this study was to determine the probable relationship of failure and success with self-efficacy expectations in learning shooting skill. The subjects were 63 physical education students of Urmia University who were assigned to two experimental and one control group. The subjects received training in air-rifle shooting for one day and practiced it for three days. At the end of each practice session, the first experimental group received verbal feedback regarding their successful performance (high score and low error). The second experimental group received verbal feedback regarding their failure (low score and high error). The control group did not receive any feedback. At the end of final training session and after 48 hours of detraining, the subjects performed the criteria task as performance and retention tests. During the retention phase (before they performed criteria task), the subjects filled out self-efficacy questionnaire of Bandura and Adams (1997). The questionnaire included one open-ended question on the main reason for the subjects’ performance and five other questions on predicting their performance in retention test. Data were analyzed by analysis of variance (ANOVA) test to determine the differences resulted from research variables. Pearson correlation coefficient test was used to determine significant relationships of predicted and the real performance (?=0.05). The findings showed that the control and the failed groups had weaker performance than the successful group. Further analysis indicated that the level and the power of the perceived self-efficacy were significant and higher among the members of the successful group compared to the failed and the control group. In addition, the relationship between predicted performance and the real performance was significant only in the successful group. The findings supported Bandura’s theory regarding the effects of successful experiences on improving self-efficacy.
Hasan Mohammadzadeh; Samko Ebrahimi; Saadi Sami
Abstract
The aim of this research was to investigate the relationship of perfectionism,
stress and burnout in male and female swimming coaches. For this purpose, 154
coaches (85 men with the mean age of 30.52±5.26 years and 7.69±4.96 years of
coaching experience and 69 females with the mean age of 28.82±5.16 ...
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The aim of this research was to investigate the relationship of perfectionism,
stress and burnout in male and female swimming coaches. For this purpose, 154
coaches (85 men with the mean age of 30.52±5.26 years and 7.69±4.96 years of
coaching experience and 69 females with the mean age of 28.82±5.16 years old
and 4.46±6.40 years of coaching experience) were selected. For data collection,
four questionnaires were used: Personal information, Hill et al. (2004)
perfectionism, Coudron stress and Burnout questionnaire of Maslach and Jackson
(1996). To analyze the data, descriptive statistics were used to design tables and
diagrams and distribution indicators like mean, median and mode were used. Also
inferential statistics were used at (P
Masoud delbari; Hasan Mohamadzade; Mahmud Delbari
Volume 1, Issue 1 , July 2009, , Pages 135-145
Abstract
The aim of this study was to investigate the effect of computer games on intelligence quotient (IQ), reaction time (RT), and movement time (MT) of adolescents. The statistical population of this study consisted of male high school students (aged between 14 and 18), Restrict 1 in Tabriz city. Two samples ...
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The aim of this study was to investigate the effect of computer games on intelligence quotient (IQ), reaction time (RT), and movement time (MT) of adolescents. The statistical population of this study consisted of male high school students (aged between 14 and 18), Restrict 1 in Tabriz city. Two samples (n1=n2=25) were selected purposefully and were divided into two equivalent groups (experimental and control). The experimental criterion was to play computer games a minimum of three days a week for the past six months. The control group played little or preferably no computer games in the past six months. To determine their IQ, Cattle’s intelligence test (Scale 3) and normative tables were used. RT and MT of subjects were measured by appraiser system of RT and MT. Results showed that computer games had a significant effect on IQ (P=0.031), simple reaction time (P=0.017), simple movement time (P=0.019), diagnostic time (P=0.04) and diagnostic movement time (P=0.036). Also findings established that the computer game experience improves IQ, reaction times and movement times.
