Razie parnow; Ayoob Sabaghi; Behrooz Ebrahimi
Abstract
Introduction:This study aimed to compare the effects of linear and nonlinear teaching methods of Heidelberg Ball School games on physical activity levels, self-efficacy, and enjoyment of activity in 7- to 9-year-old girls.Methods: This quasi-experimental study was conducted with 30 girls aged 7 to 9, ...
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Introduction:This study aimed to compare the effects of linear and nonlinear teaching methods of Heidelberg Ball School games on physical activity levels, self-efficacy, and enjoyment of activity in 7- to 9-year-old girls.Methods: This quasi-experimental study was conducted with 30 girls aged 7 to 9, divided into two groups of 15 (linear and nonlinear teaching). The intervention consisted of 8 weeks of training (3 sessions per week), and participants' physical activity levels were measured during the intervention and two months post-intervention using the Youth Physical Activity Questionnaire (Zamani et al., 2019).Additionally, the Self-Efficacy and Enjoyment of Physical Activity Questionnaires by Murano et al. (2019) were administered before and after the intervention.Results: The results of the mixed ANOVA analysis revealed that the nonlinear teaching approach had a significant effect on increasing physical activity levels, self-efficacy, and enjoyment of physical activity (P<0.05). The main effect of the group was significant across all dependent variables, indicating notable differences between the linear and nonlinear groups. However, the main effect of time and the interaction effect of time × group did not reach statistical significance for any of the dependent variables (P>0.05).Conclusion: The nonlinear teaching of Heidelberg ball games, by enhancing self-efficacy and enjoyment of physical activity, has a greater impact on improving and sustaining physical activity levels among 7- to 9-year-old girls compared to linear teaching. These findings can serve as a scientific basis for designing more effective educational programs to promote children's participation in physical activities.
Motor Development and Learning
Zahra Zarei; Hassan Mohammadzade
Abstract
Introduction: This study aimed to compare the effects of two training methods, "Small-Sided Games" (SSGs) and "divergent thinking" (DT) training, on self-efficacy and enjoyment of physical activity in young male soccer players.
Research method: The quasi-experimental research method ...
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Introduction: This study aimed to compare the effects of two training methods, "Small-Sided Games" (SSGs) and "divergent thinking" (DT) training, on self-efficacy and enjoyment of physical activity in young male soccer players.
Research method: The quasi-experimental research method with a pre-test and post-test design included two experimental groups and a control group. This study was conducted over eight weeks, including pre-test and post-test sessions and practice during soccer school practices. The pre-test included completing a self-efficacy and enjoyment of physical activity questionnaire, one week before the start of the intervention. Players were homogeneously assigned to one of two experimental groups (DT group and SSG group) and control group according to the pre-test results. The intervention phase consisted of 18 training sessions lasting 20 minutes. The post-test was conducted according to the pre-test.
Results: The results of the mixed ANOVA showed a significant difference between the pre-test and post-test of the two DT and SSG groups, so that it can be said that the SSG group had a greater impact on self-efficacy and enjoyment of physical activity compared to the DT group and both groups had a greater impact on self-efficacy and enjoyment of physical activity compared to the control group, with 77% and 75% of changes, respectively. No significant difference was observed in the control group.
Conclusion: SSG training, by providing dynamic and variable training environments, creates internal motivation, enjoyment, self-efficacy, self-confidence and ultimately greater participation of young players in training.
Motor Development and Learning
sara soltanifar; Hassan Mohammadzade; seyyed mohammad reza mousavi
Abstract
Introduction: The purpose of the present study was to determine the role of sport self-efficacy in moderating the effect of negative gender stereotypes on motor learning in female students.
Methods: Sixty participants (Mage ...
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Introduction: The purpose of the present study was to determine the role of sport self-efficacy in moderating the effect of negative gender stereotypes on motor learning in female students.
Methods: Sixty participants (Mage = 14.02 years old) were assigned into two groups, high and low self-efficacy, based on their scores on the sport self-efficacy questionnaire. Each group was randomly divided into four subgroups (high self-efficacy + stereotype threat, high self-efficacy + control, low self-efficacy + stereotype threat, low self-efficacy + control) based on whether they received stereotype threat instruction or not. In the pre-test phase,the individuals performed 1 blocks of five trials soccer dribbling. In the practice phase, they performed 5 blocks of five trials. Before the first trial, the stereotype threat groups received written stereotype instructions. Then 48 hr later in retention, subjects participated in the same way as the pre-test.
Results: Findings showed that gender stereotype threat caused a significant difference between the high and low self-efficacy groups in the acquisition and retention phase of the soccer dribbling task. The results showed that stereotype threat weakened the motor learning of individuals with low self-efficacy, whereas this effect was not significant on the motor learning of individuals with high self-efficacy.
Conclusion: High self-efficacy can be proposed as a strategy to reduce the negative impact of stereotype threat on motor learning. Possible mechanisms to explain the findings of the present study were discussed.
Mohammad Jalilvand; Malek Ahmadi; Abdollah hemayattalab
Abstract
Introduction: This study aimed to investigate the effectiveness of the tactical games model on self-efficacy, physical activity enjoyment, and learning of badminton long serve in adolescent female students.Methods: The current research method was a quasi-experimental type with a pre-test and post-test ...
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Introduction: This study aimed to investigate the effectiveness of the tactical games model on self-efficacy, physical activity enjoyment, and learning of badminton long serve in adolescent female students.Methods: The current research method was a quasi-experimental type with a pre-test and post-test research design that included two experimental and control groups. Thirty female students aged 9 to 12 years old voluntarily participated in the research. After being homogeneous according to anthropometric features, they were randomly assigned to two tactical games model (n=15) and traditional training (n=15) groups. The training program included a badminton training program that was conducted for eight weeks and three 60-minute sessions per week using two traditional and tactical games methods. The tools used in this study included the Physical Activity Enjoyment Scale, the General Self-Efficacy Scale, and the badminton long serve test.Results: The results of the analysis of covariance and independent samples t-test showed that the tactical games model group had a significant increase in self-efficacy, physical activity enjoyment, and badminton long serve scores compared with the traditional training group.Conclusion: Overall, these findings suggest that a training course with a tactical games model has advantages in some psychological variables and motor skills learning of badminton long serve compared with the traditional method.
Mobina Javad Mutab; Fatemeh Rezaei
Abstract
Introduction: This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.Methods: The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical ...
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Introduction: This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.Methods: The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical population included fourth, fifth, and sixth-grade female students. Using the cluster random sampling method, 127 students were selected as the research sample and were assigned to two intervention and control groups through a simple random method. To collect data, the Self-Efficacy Questionnaire for Children (Morris, 2001) and the Children’s Attraction to Physical Activity questionnaire (Rose et al., 2009), and a researcher-made questionnaire for the educational progress of the participants were used. The intervention group performed brain breaks physical activities twice a day and three days a week for four months, while the control group did not receive any intervention. Data were evaluated using an independent t-test.Results: Data analysis indicated that after the intervention (brain breaks), the average scores of the experimental group for three variables of academic achievement (F=3.57, P=0.001), self-efficacy (F=7.65, P=0.001), and interest in physical activity (F=10.72, P=0.001) had a significant difference compared with the control group.Conclusion: These findings can highlight the need for planners and education officials to pay attention to the importance of the role of brain breaks activities in improving academic progress, self-efficacy, and its effect on the level of interest in physical activities of primary school girls.
Hossein Samadi; Jalil Moradi; Saeid Ahar
Abstract
Introduction: Despite the importance of refereeing judgments and the sensitivity of referees' role in holding sports competitions and the impact of referees' decisions on the outcome of the game, little research has been done on various aspects of the referees' profession and occupation. The purpose ...
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Introduction: Despite the importance of refereeing judgments and the sensitivity of referees' role in holding sports competitions and the impact of referees' decisions on the outcome of the game, little research has been done on various aspects of the referees' profession and occupation. The purpose of this study was to determine the validity and reliability of the Persian version of the self-efficacy scale in referees.Methods: The present research, was a descriptive-correlational study. For this purpose, 228 referees of team and individual sports completed the Persian version of the self-efficacy scale in referees. First, using the open-translation method, the accuracy of the Persian version of the questionnaire was confirmed, and then to determine the construct validity of the questionnaire, confirmatory factor analysis based on structural equation modeling was used, and to determine internal consistency, Cronbach's alpha coefficient was used. Also, for the time reliability of the questions, intra-class correlation with the test-retest method was used.Results: The results showed that the goodness of fit index and the comparative fit index are higher than (0.90). Time reliability (0.76) and Cronbach's alpha coefficient for self-efficacy and its dimensions above 0.7 (acceptable index value) were obtained.Conclusion: Based on the results, the Persian version of the self-efficacy scale in referees has structural validity and internal and temporal reliability desirable and acceptable for referees of team and individual sports and therefore can be used as a valid and reliable tool to assess the self-efficacy of Iranian referees.
Ali Jalili; Masoud Hussainchari
Volume 2, Issue 3 , October 2010
Abstract
The aim of this study was to investigate the possibility of explaining psychological resilience based on self-efficacy in athlete and non-athlete university students. A sample of 403 (198 females and 205 males) athlete and non-athlete university students, who were selected via purposive sampling procedure, ...
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The aim of this study was to investigate the possibility of explaining psychological resilience based on self-efficacy in athlete and non-athlete university students. A sample of 403 (198 females and 205 males) athlete and non-athlete university students, who were selected via purposive sampling procedure, completed resilience and self-efficacy scales. Regression analysis, one-way ANOVA, and t test were used to analyze the data. The results showed that self-efficacy was the positive significant predictor of resilience. Athletes and non-athletes had different patterns to predict psychological resilience by self-efficacy. Also, it was revealed that athletes scored higher than non-athletes in resilience while there was no significant difference among athletes of different sport fields. Also, there was no significant difference in resilience between males and females. The present article ended with a discussion of findings and suggestion of more research in this area.
