Mehdi Shahbazi; Ali Pashabadi; Hossein Abedini Parizi
Volume 3, Issue 2 , October 2012, , Pages 65-80
Abstract
Reaction time (RT) is one of the psychomotor skills that determine athletes’ results and also in daily life. RT effective factors are divided into inherent (genetic) and environmental. Among those factors, psychological factors and mental abilities are more important due to the cognitive nature of ...
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Reaction time (RT) is one of the psychomotor skills that determine athletes’ results and also in daily life. RT effective factors are divided into inherent (genetic) and environmental. Among those factors, psychological factors and mental abilities are more important due to the cognitive nature of RT. The aim of this research was to study the relationship between RT, anxiety and IQ of athletes in different skill levels. This relationship was investigated in 85 subjects (in elite and sub elite athletes and no athletes groups) by correlation method. To measure RT, Y1000 devise was used; Spielberger state / trait anxiety inventory (STAI) was used to evaluate anxiety and Raven’s progressive matrices to evaluate IQ. One-way analysis of variance and Pearson correlation coefficient were used to analyze the data. Results showed that there was a negative significant correlation between choice RT and IQ, and between CRT and state anxiety. Findings supported inverted U hypothesis and it proved the greater influence of IQ with higher complexity of task
Gholamali Ghasemi Kahrizsangi; Hamid Salehi; Lila Heydari
Abstract
The aim of this study was to examine the effect of a rhythmic motor program on the perceptual – motor abilities (PMA) and the intelligence quotient (IQ) of educable mentally retarded (EMR) children. The sample consisted of 24 EMR girls (mean age = 11.98+1.43 years and IQ = 70.58+ 9.95). Then, they ...
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The aim of this study was to examine the effect of a rhythmic motor program on the perceptual – motor abilities (PMA) and the intelligence quotient (IQ) of educable mentally retarded (EMR) children. The sample consisted of 24 EMR girls (mean age = 11.98+1.43 years and IQ = 70.58+ 9.95). Then, they were matched and assigned to two groups of intervention and control according to their IQ and PMA performance. The intervention group received an 8–week rhythmic motor program three sessions per week, 40–45 minutes per session. The data collection included pretest and posttest of the PMA (Oseretsky scale) and intelligence (Raven’s test) for all subjects. The results showed that the intervention group significantly improved (P>0.05) their PMA after the rhythmic motor program compared with the control group. It was concluded that the PMA of mentally retarded children can be improved with the application of a well-designed rhythmic motor program
