Motor Development and Learning
Mahboobe Alivandidarani; hassan kordi; Keyvan MolaNorouzi
Abstract
Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research was conducted with the aim of the effect of aquatic training on the development ...
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Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research was conducted with the aim of the effect of aquatic training on the development of social-emotional and gross motor skills of children aged 3 to 6 years.
Methods: The research was quasi-experimental with a pre-test and post-test design with a control group. The statistical population was made up of female preschool children in Faridan city, Isfahan province. 23 people were selected based on the available method and were randomly divided into two experimental groups (n=12) and control (n=11). The experimental group performed 16 sessions of 50-minute training in water for 8 weeks, and the control group performed their activities according to the original programs. Both groups performed the third version of the Ulrich Gross Motor Skills Development Test and the Social Emotional Skills Questionnaire of Gresham and Elliott (1990) under completely similar conditions in the pre-test and post-test. Data analysis was done by multivariate analysis of covariance in SPSS 26 (p=0.05).
Results: The results showed that the aquatic training program significantly led to the development of gross skills (locomotor and ball skills) and more social-emotional skills (cooperation, daring, self-control, and responsibility) than the control group (p≤0/05).
Conclusion: An opportunity can be provided for the development of social-emotional and gross motor skills of preschool girls through an educational program of playing in the water.
zahra khosravi; Ebrahim Mohammad Ali Nasab Firouzjah; Morteza Homayounnia Firouzjah
Abstract
Introduction: Upper crossed syndrome causes movement limitation and weakness in people's movement functions. This study aimed to compare physical literacy and upper extremity movement functions in girls with and without the upper crossed syndrome.Methods: The method of this research was descriptive and ...
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Introduction: Upper crossed syndrome causes movement limitation and weakness in people's movement functions. This study aimed to compare physical literacy and upper extremity movement functions in girls with and without the upper crossed syndrome.Methods: The method of this research was descriptive and causal-comparative using field data collection. The statistical population of the research included two groups of healthy 10- to 12-year-old female students and also students with the upper crossed syndrome in Khalkhal City in the academic year of 2022-2023. Using G-power software, the statistical sample size was determined to be 60 people. These people were screened using a checkerboard and after quantitative height assessment, they were assigned to two Healthy (30 people) and the Upper Cross Syndrome (30 people) groups. Forward head angle and forward shoulder angle were measured using photography, kyphosis angle was measured using the Goniometer-pro app. The Canadian Assessment of Physical Literacy – version 2 (CAPL-2) questionnaire was used for the evaluation of physical literacy and Upper Quarter Y-Balance Test (UQYBT) was used to assess upper limb function. The Data were analyzed using an independent t-test in SPSS-26 software at the significant level of 0.05.Results The results showed that healthy girls were significantly in a better condition in all variables of physical literacy and upper limb function than girls with the upper crossed syndrome.Conclusion: According to the results of this research, it is suggested that coaches and sports and health professionals use the results of this study to develop the physical literacy and functions of students with the upper crossed syndrome.
Amine Lashkarizade; Vahid Roohollahi; Mahshid Zarezade; Amin Khodabakhshzade
Abstract
Exercise and physical activity have positive effects on physical and mental performance, but their effect on cognitive function needs to be explained in more detail. This study examined the effect of selected physical activities with different levels of cognitive-motor interaction on the executive functions ...
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Exercise and physical activity have positive effects on physical and mental performance, but their effect on cognitive function needs to be explained in more detail. This study examined the effect of selected physical activities with different levels of cognitive-motor interaction on the executive functions of 76 girls aged 10 to 12 years in Bam city, with mean and standard deviation of body mass index of 18.5 1 1.5 and average intelligence of 10.5 9 9.9. Based on the pre-test score, they were randomly divided into four groups (high cognitive-high motor, low cognitive-high motor, high cognitive-low motor and low cognitive-low motor). The results of covariance analysis showed that high cognitive-motor lifting exercises have a positive effect on attention and memory function of executive functions of 10 to 12-year-old girls and low cognitive-high-motor and low-cognitive-high-motor cognitive exercises have a positive effect on attentional and inhibitory components. There was a significant difference between high-motor, high-motor, low-motor, low-cognitive, high-motor, and low-cognitive-motor cognitive exercises in the attention component, but no significant difference was found in the component of working memory and inhibition. Therefore, based on the results of this research, by designing high-mobility cognitive exercises in the educational environment, it is possible to provide improvement of executive functions. Therefore, it is hoped that researchers will use the results of this research to improve the executive functions of children .
Somayeh Bizadi zadeh; Morteza Nikoofar; Reza Delavar
Abstract
The aim of the present study was to investigate the effect of biorhythm cycle on physical ability of female volleyball players. The statistical population of the present study included of 120 female volleyball athletes in the age range of 17-20 in 1397 in Boshrouieh city. For this purpose, 30 volleyball ...
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The aim of the present study was to investigate the effect of biorhythm cycle on physical ability of female volleyball players. The statistical population of the present study included of 120 female volleyball athletes in the age range of 17-20 in 1397 in Boshrouieh city. For this purpose, 30 volleyball female athletes among participants are eligible to enter the study were selected by random sampling. Type of research in terms of purpose has been applied.and in terms of method, it's been semi-experimental which is done by field. In addition According to the date of birth of each subject their biorhythm diagram was plotted and they observed their cycles according to the biorhythm chart and the days of decline and in fitness tests including the Madison Ball throw, to evaluate upper body strength, agility test and vertical sagittal jump, to evaluate lower trunk muscle strength. To analyze the data in addition to using descriptive statistics indices, kolmogorov-Smirnov test and dependent t-test were used. The results showed there was a significant difference between the muscular strength of the subjects in the recharge and discharge days based on the biorhythm cycle (p= 0.035). and also, between the lower trunk muscular strength of subjects on recharge and discharge days based on the biorhythm cycle there is a significant difference (p= 0.004). There is a significant difference between agility of volleyball girls in recharge and discharge days based on biorhythm cycle (p= 0.004).
Hasan Baghande; Davoud Homaniyan; Elahe Arab Ameri
Abstract
The purpose of this current study was to investigate the influence of perceptual-motor trainings on motor skills of girls with trainable mental retardation. so 20 girls with trainable mental retardation in the town of Marivan welfare organization with the average of 8/3 ±1/11 years and IQ of 39/14±6/84 ...
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The purpose of this current study was to investigate the influence of perceptual-motor trainings on motor skills of girls with trainable mental retardation. so 20 girls with trainable mental retardation in the town of Marivan welfare organization with the average of 8/3 ±1/11 years and IQ of 39/14±6/84 with purposive sampling method were studied. All girls were pretested. Then samples based on sampling method divided into two 10 groups and considered as the control and experimental groups purposefully .In this research, for assessing the gross and fine motor skills we used sections of Bruininks _ oseretsky test . The experimental group did the perceptual-motor training for 24 sessions of practice, in a week .After 24 sessions of practice both groups were post‒test .In order to study the research hypothesis, nonparametric Wilcoxon and U Mann Whithney test were used. The results of the statistical tests showed significant difference on gross motor skills in training groups (p<0.05). while the impact of this training course on gross skills was not significant statistically. The findings showed that training program used in this current research is to improve the gross motor skills in girls with trainable mental retardation and can be useful
Zohre Farnaghi; Rokhsareh Badami; Maryam Nezakatalhossaini
Abstract
The aim of this study was to evaluate the effect of handedness and two practice types (explicit vs. implicit) on motor sequence learning. 60 girls (age range of 14 – 17 years old) were randomly assigned to four groups according to their handedness: right–handed-explicit, right–handed–implicit, ...
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The aim of this study was to evaluate the effect of handedness and two practice types (explicit vs. implicit) on motor sequence learning. 60 girls (age range of 14 – 17 years old) were randomly assigned to four groups according to their handedness: right–handed-explicit, right–handed–implicit, left–handed-explicit, and left–handed-implicit. Participants’ task was accuracy and time of sequential reaction. Acquisition phase consisted of 800 practice trials. Participants in explicit practice groups were aware of the arrangement included in stimuli while implicit practice groups were not informed about this arrangement. The day after the acquisition phase, retention and transfer tests were taken. Multiple ANOVA showed that regardless of handedness, implicit practice had more effects on learning reaction time in all three phases of acquisition, retention, and transfer than explicit practice. Regardless of practice type, comparison of right–handed and left–handed subjects was significant in response accuracy in acquisition phase as left–handed subjects were more accurate. The counter effect of handedness and practice type on reaction time and response accuracy was not significant, that is to say right–handed and left–handed subjects had no significant differences in explicit and implicit practice.
