Morteza Pourazar; Morteza Homayounnia Firouzjah
Abstract
Introduction: Sport is an important part of students' life. The social development of athletes could be different based on their gender and type of sport. The present study aimed to compare the social development of athletes (team and individual sports disciplines) and non-athlete students of Farhangian ...
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Introduction: Sport is an important part of students' life. The social development of athletes could be different based on their gender and type of sport. The present study aimed to compare the social development of athletes (team and individual sports disciplines) and non-athlete students of Farhangian University.Methods: In a descriptive cross-sectional survey research, 2000 male and female students of Farhangian University of Mazandaran province were recruited as a statistical population. 300 students were selected using the cluster random sampling method. Witsman's Social Development Questionnaire (1990) was used as the research instrument. To analyze the data, a two-way analysis of variance and Tukey's post hoc test were used.Results: Based on the results of the two-way analysis of variance, significant results were found for the main effect of gender and group variables. However, the interaction effect of group and gender was not significant. The social development of female students was higher compared with male students. Based on the results of Tukey's post hoc test, athletes had significantly higher social development than non-athletes. Although the social development of athletes in individual sport discipline had a higher mean than the team athletes, the difference was not significant.Conclusion: Considering the higher social development of athletes compared with non-athletes and also, almost identical social development scores for both groups of athletes (team and individual sports disciplines), it is suggested that coaches foster a supportive environment by emphasizing the importance of equality of each athlete to provide the basis for social development among all people.
Zohreh Khalilpour; Mohammadtaghi Aghdasi; Seyed Hojjat Zamani Sani
Abstract
It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps ...
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It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps teachers to make optimal use of various learning styles and adopt appropriate teaching methods.The present study was conducted to investigate the relationship between learning styles and cognitive styles among male and female students with the moderating effect of academic levels and gender. For this purpose, 350 undergraduate and graduate students were selected by cluster random sampling method and completed questionnaires of Kolbe's learning styles (1985) and Whitkin's cognitive styles (1971). Data were analyzed using Pearson correlation, independent t-test and multivariate analysis of variance. Results showed that there is no significant correlation between cognitive styles and variables related to learning styles. Also, there was no significant correlation between age and cognitive styles and variables of learning styles, except in active experiments. However, there was a significant correlation between learning styles. The results of group differences showed that undergraduate students tend to be more dependent on the cognitive style than those of masters and boys. There was no statistically significant difference between educational levels and gender in learning styles. Undergraduate students are more inclined toward contextual cognitive styles than graduate students and boys than girls, and style and gender seem to interact with preferences.
Mohammad Bagher Aali; Mehdi Shahbazi; – Mohammad Sohbatiha
Abstract
Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean ...
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Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean age = 22.62 and SD = 2.081) were selected by convenience sampling method. After the pretest, subjects were divided into two homogeneous groups of motivational self-talk and no self-talk using bimanual coordination tester. For data analysis, descriptive and inferential statistics including independent t test and paired t test were used at 0.05 significance level. Results showed that self-talk improved the coordination performance significantly (p < 0.05). Also, the female group had a significantly better precision in bimanual coordination (p < 0.05) and the male group had a significantly better speed in bimanual coordination (p < 0.05). But, there was a significant difference between boys and girls in self-talk group in the posttest (p < 0.05). According to these findings, it is suggested that motivational self-talk should be used to improve and promote bimanual coordination performance.
Masoud Zahiry; Mehdi Shahbazi; Yadollah Binandeh
Abstract
The purpose of this study was to investigate the effect of colors and gender on the Coincidence anticipation timing task. Therefore 60 participants aged 8 to 10 years randomly into two groups (30 males and 30 females) participated and timing error was recorded by a coincidence-anticipation apparatus. ...
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The purpose of this study was to investigate the effect of colors and gender on the Coincidence anticipation timing task. Therefore 60 participants aged 8 to 10 years randomly into two groups (30 males and 30 females) participated and timing error was recorded by a coincidence-anticipation apparatus. For data analysis independent t-test,ANOVA and Tukey post hoc tests were used at the significant level of 0/05. Findings suggested no significant difference between boys and girls in coincidence anticipation timing task (p=0/289) and the lowest timing error in a blue background and also significant difference timing errors were observed between the blue background, with other color (P=0/001 and F(2,59)=22/17). The results of this study indicate that gender does not affect on the Coincidence anticipation timing task and the performance in background color blue can reduce timing errors in predicting the spatial and temporal stimuli. In genral the results of this study indicated that gender didn,t affect the Coincidence anticipation timing task and the blue background color would facilitate the performance and effectiveon reduce errors timing in stimuli predicting spatially and temporally.The purpose of this study was to investigate the effect of colors and gender on the Coincidence anticipation timing task. Therefore 60 participants aged 8 to 10 years randomly into two groups (30 males and 30 females) participated and timing error was recorded by a coincidence-anticipation apparatus.
