mohsen shirmohamadloo; Somayeh Namdar Tajari
Abstract
Introduction: The mechanisms underlying the acute effect of aerobic exercise on cognition and its neuroelectrical correlates are not fully understood. The purpose of this study was to investigate the impact of acute aerobic physical activity on evoked potentials during a flanker attention task by analyzing ...
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Introduction: The mechanisms underlying the acute effect of aerobic exercise on cognition and its neuroelectrical correlates are not fully understood. The purpose of this study was to investigate the impact of acute aerobic physical activity on evoked potentials during a flanker attention task by analyzing event-related potentials (ERP).Method: Fifteen adolescent boys with an average age of 14.07 ± 1.12 years participated in this study. Participants visited the laboratory on two separate days: once without running and once after 20 minutes of aerobic running. During both visits, they performed the flanker task while their ERP activity was recorded. Using the EEGLAB software, ERP components including P2, N2, and P3 were extracted from Fz and Pz electrode channels. To test the research hypotheses, non-parametric Wilcoxon tests were conducted using SPSS version 20.Results: The results showed that a single session of aerobic exercise significantly increased the amplitude of the P3 and N2 components at the Fz channel and reduced their latency (p < 0.05). These changes were not observed at the Pz channel. The amplitude of the P2 component did not change significantly after aerobic running (p > 0.05), but it appeared significantly earlier at the Pz channel (p < 0.05).Conclusion: These findings indicate that endogenous ERP components during the flanker attention task were significantly enhanced following acute aerobic exercise. The earlier onset of the P2 component may reflect improved perceptual processing in the parietal region. Therefore, engaging in aerobic physical activity is suggested as a strategy to enhance cognitive performance before tasks requiring high-level mental processing.
Ehsan Zarei Mahmoudabadi; Hamidreza Taheri; Mehdi Sohrabi
Abstract
Introduction: Manipulation and control of the environment improve motor skills, increase sports participation, and promote more active social engagement. These factors, in turn, enhance physical and motor competence. This study aimed to compare the effectiveness of traditional education and TGFU on the ...
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Introduction: Manipulation and control of the environment improve motor skills, increase sports participation, and promote more active social engagement. These factors, in turn, enhance physical and motor competence. This study aimed to compare the effectiveness of traditional education and TGFU on the perceived competence, sports participation, and basketball skills of 10-12-year-old students.Methods: The present study was quasi-experimental. The statistical population of the research included 10-12-year-old male students of Meybod City, 45 of whom were selected using the available purposive sampling method. The samples were randomly assigned into three groups of 15 people, including traditional training, TGFU training, and control groups. To collect data, a Sports Participation Motivation Questionnaire, Perceived Competence Scale, AAHPERD controlled dribble, and basketball passing tests were used. To analyze the data, analysis of covariance (ANCOVA) and Benferroni's post hoc tests were used at a significance level of P≤0.05.Results: The results showed that the perceived competence (physical, cognitive, and social), sports participation, and learning basketball skills (pass and dribble) in the traditional and TGFU groups were better than the control group (P≤0.05). Also, these results were significantly higher in the TGFU group than in the traditional group (P≤0.05).Conclusion: Teachers and coaches can use the TGFU teaching method to increase sports participation, improve students' competencies, and provide an attractive and motivating learning experience.
Maryam Davoodi; Rasoul Yaali; Farhad Ghadiri; Aabas Bahram
Abstract
Finding the best teaching method is an issue that has attracted the attention of many researchers, researchers in behavioral sciences and sports today.. In order to discuss this, the aim of this study was to investigate the effect of TGFU, combination, and SE on individual and team creativity in comparison ...
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Finding the best teaching method is an issue that has attracted the attention of many researchers, researchers in behavioral sciences and sports today.. In order to discuss this, the aim of this study was to investigate the effect of TGFU, combination, and SE on individual and team creativity in comparison with the traditional method in futsal games. The statistical population of this study was all children aged 9-12 years in Ahvaz (M age= 10.74 and SD= 1.42). The interventions were designed for futsal skills, so four groups of Participants (20 people in each group) practiced SE, TGFU, combination and linear methods. The test of team and individual creativity was performed using film analysis. Exercises were presented for two months in 16 sessions, one and a half hours each. The results showed that for individual creativity in the post-test, differences between groups were not significant for inappropriate actions but significant for appropriate actions. Also for creative and original actions as well as team creativity TGFU, combination, SE and linear groups had the most progress, respectively. In all variables, the difference between TGFU and linear (p <0.05) and combination and linear (p <0.05) was significant. The results of this study showed the effectiveness of the TFGU and combined methods compared to the linear method, which can be used in schools and kindergartens..
