Farzad Maleki; Mahmood Sheikh; Fazlallah Bagherzadeh; Rasoul Hemayattalab
Abstract
Introduction: This research aimed to investigate the effect of physical training and selective and compulsory observational pattern on the intrinsic motivation and cognitive learning of basketball jump shot skill with the approach of basic psychological demands.Methods: Eighty male students (18-22 years ...
Read More
Introduction: This research aimed to investigate the effect of physical training and selective and compulsory observational pattern on the intrinsic motivation and cognitive learning of basketball jump shot skill with the approach of basic psychological demands.Methods: Eighty male students (18-22 years old) were selected voluntarily and based on their pre-test scores, were randomly divided into four Self-Control, Paired, Experimenter-Control, and Control groups (20 people in each group). To examine the motivation level, the Intrinsic Motivation Inventory (IMI), and to examine the cognitive learning level, Recall Questionnaire (adapted from Knudson, 1993) was used. An educational video of the expert model that showed the movement components was presented to the participants. A retention test was conducted 24 hours later. One-way analysis of variance (ANOVA) was used to examine the data (p≥0.05).Results: The results showed that in the acquisition phase, the level of intrinsic motivation of the participants to learn the basketball jump shot skill in the Self-Control observation condition was significantly higher than the participants in the Paired and Control conditions. Also, in the retention phase, the level of intrinsic motivation in the Self-Control observation condition was significantly higher than in other experimental conditions. In addition, in the acquisition and retention phases of cognitive learning (recall success), the participants in the Self-Control observation condition scored significantly higher than the participants in the Paired and Control conditions.Conclusion: In general, the results of this study show that motivation affects learning. Also, task demonstration as a whole-part-whole is an effective and efficient method in the cognitive phase.
Bahman Aalizadeh; Fatemeh Sadat Hosseini; Bahman Daranloue
Abstract
Aim: The use of psychological interventions in sport to enhance performance has become increasingly popular. However, the effectiveness of these interventions has been questioned by some sports psychologists. Educationally-based psychological interventions have produced significant increases in performance. ...
Read More
Aim: The use of psychological interventions in sport to enhance performance has become increasingly popular. However, the effectiveness of these interventions has been questioned by some sports psychologists. Educationally-based psychological interventions have produced significant increases in performance. It was found that 38 of the 45 studies examined (85%) had found positive performance effects, although causality could only be inferred in 20 of these studies. These interventions could be classified as relaxation-based, cognitive, cognitive-behavioural or behavioural in nature. The purpose of this study was to evaluate the effect of physical practice, mental imagery and music on the improvement of basketball shooting skill.Methodology: In this quasi-experiment study, 45 students (19-22 years) were randomly selected from elementary schools and classified in the three experimental groups consisting 15 participants. Physical practice, mental imagery and imagery along with music were the order of three experimental groups. The data was collected using modified basketball shooting in this study.Results: Statistical analysis was conducted with the descriptive statistics tests consisting kolmogro-smirnow, T test and one way-anova. The result of present study indicated significant differences (p< 0.05) between pre and posttest of physical practice, physical practice with mental imagery and physical practice with mental imagery and music.Conclusion: Based on inter group comparison, it can be said that mixed method was more efficient than other two methods and significant difference was not reported between physical practice with mental imagery and physical practice. Thus, it is suggested that different teaching methods should be used for promoting training programs.
Hasan Mohammad Zadeh; Maryam Salehi; Hojatolah Amini
Abstract
This study compared the effects of neurofeedback and physical practices on performance and retention of dart throwing skill. 24 subjects were selected by convenience sampling method from female physical education students of Urmia University who were all right-handed with no history of neurofeedback ...
Read More
This study compared the effects of neurofeedback and physical practices on performance and retention of dart throwing skill. 24 subjects were selected by convenience sampling method from female physical education students of Urmia University who were all right-handed with no history of neurofeedback training and dart throwing. They were divided to three groups: physical practice, neurofeedback and control (each group 8 subjects). The practice protocol was conducted 3 sessions a week for 5 weeks and then posttest was administered. Retention test was conducted 5 days after the last practice session. The data were analyzed by two-way ANOVA with repeated measures of factor test, one-way variance, and post hoc tests. The results of two-way analysis of variance with repeated measures indicated that although the participants progressed in both neurofeedback and physical practices in the performance phase, there was no significant difference between the experimental groups at this stage. In addition, the main effect of the test phases was significant, but the main effect of group and interaction of the test phases and group were not statistically significant. That is to say the difference of the effects of neurofeedback and physical practices on performance and retention of dart skill was not significant. These results clarified the effect of neurofeedback and physical practices; therefore, they need to be used simultaneously.
Mehrzad Kharestani; Mahdi Zarghami; Parvaneh Shafiniya
Abstract
The aim of this study was to investigate the effect of mental imagery and physical practice on dynamic balance in male patients with multiple sclerosis. This study was semi-experimental and the statistical population included male patients with multiple sclerosis in Ahvaz city in 2012 (N=300). For sampling, ...
Read More
The aim of this study was to investigate the effect of mental imagery and physical practice on dynamic balance in male patients with multiple sclerosis. This study was semi-experimental and the statistical population included male patients with multiple sclerosis in Ahvaz city in 2012 (N=300). For sampling, Visual and Kinesthetic Imagery Questionnaire and EDSS scale were used. Finally, 33 patients with similar ability of imagery and moderate disorder in EDSS Scale were selected and randomly assigned to 3 groups: mental imagery-physical practice (n=11), mental imagery (n=11) and physical practice (as control group, n=11). The TUG test was used to assess dynamic balance in the pretest, posttest and retention test. The training protocol consisted of 3 sessions a week for 6 weeks. Posttest was performed 2 weeks after the last session of the training protocol. After investigating the data normality and variance equality, data were analyzed using one-way analysis of variance with repeated measures, one-way analysis of variance and Tukey post hoc test. The results indicated a significant difference in posttest (P=0.02) and retention (P=0.003) phases among the groups, and combined group had a better performance than the other groups during both phases. According to these results, mental imagery can be used as a practical method for the better performance of dynamic balance in patients with multiple sclerosis.
