ORIGINAL_ARTICLE
The Effects of Random and Blocked Practice with an Emphasis on the Changes in GMP and Parameter on Acquisition, Retention and Transfer of Table Tennis
The aim of this study was to compare the effects of random and blocked practices with respect to the changes in generalized motor program (GMP) and parameter on acquisition, retention and transfer of table tennis service. For this purpose, 32 subjects were randomly assigned to four groups (8 subjects each group). In the first two groups, GMP changed with blocked and random arrangements while in the last two groups, parameter changed with those arrangements. After pretest, participants completed 300 trials in each task (totally 900 trials) and then they participated in posttest, retention and two transfer tests with different aims. The data were analyzed by two-way ANOVA and ANOVA with repeated measures (P˂0.05) and Bonferroni post hoc test was used to mark the differences of the groups. The findings showed that despite the type of changes, the random practice caused better performance than blocked practice and these advantages of random practice in GMP changes were greater. However, these effects not only were observed in the same situation but also were maintained in other contexts. In addition, these effects not only influenced performance but also caused the participants to perform the tasks with more efficiency, more cognitive effort and less attention.
https://jsmdl.ut.ac.ir/article_35695_c3d19840f1b3bd86a5330d0b2098147c.pdf
2013-12-22
5
23
10.22059/jmlm.2013.35695
random practice
blocked practice
Parameter
Practice Arrangement
Contextual interference
Alireza
Farsi
farsi@sbu.ac.ir
1
دانشیاردانشگاه شهیدبهشتی
LEAD_AUTHOR
Behrooz
Abdoli
abdoli.b@y ahoo.com
2
دانشیاردانشگاه شهیدبهشتی
AUTHOR
Mohammadreza
Gasemian
mor.ghasemiyan@gmail.com
3
دانشجوی دکتری دانشگاه فردوسی مشهد
AUTHOR
1. عبدالشاهی، مریم و همکاران. (1385). "اثر تداخل زمینهای در یادگیری مهارتها با برنامهی حرکتی تعمیم یافته یکسان و متفاوت". فصلنامه المپیک. سال چهاردهم. شماره1(33 پیاپی). صص: 17-7.
1
2. فارسی، علیرضا، فولادیان، جواد، سهرابی، مهدی. (1387) . "مقایسه اثر ترتیب ارائه تمرین جسمانی و تمرین ذهنی با آرایش قالبی و تصادفی بر عملکرد و یادگیری تکنیکهای منتخب فوتبال (1390)". پژوهش در علوم ورزشی، 6(23)، صص : 32-23.
2
3. فولادیان، جواد، نمازیزاده، مهدی، شیخ، محمود، باقرزاده، فضل الله. (1385). "اثر تداخل زمینه ای(آرایش تمرین) بر یادگیری و انتقال برنامه حرکتی تعمیم یافته و پارامتردر تکالیف تعقیبی". نشریه پژوهش در علوم ورزشی، شماره دوازدهم صص: 153-135.
3
4. لطفی، غلامرضا و همکاران. (1385). "اثر تداخل زمینه ای بر اجرا و یادگیری پرتاب آزاد بسکتبال". نشریه علوم حرکتی و ورزش. سال چهاردهم. شماره 7. صص: 76-63.
4
5. مگیل، ریچارد ای. (1380). "یادگیری حرکتی مفاهیم و کاربردها". ترجمه واعظ موسوی، محمد کاظم. شجاعی، معصومه. انتشارات حنانه. صص: 296-269.
5
6. Batting, W. F., (1966). "Facilitaion and interference". In E.A. Bildeau (Ed), Acquisition of skill: PP:215 - 244.
6
7. Bortoli, L., & et al. (1992). "Effects of contexual interference on learning technical sport skills". Perceptual and motor skills, 75, PP:552-562.
7
8.Boyce, B.A., & Del Rey, P (1990)."Designing applied research in a naturalistic settingusing a contextual interference paradigm". Journal of Human Movement Studies, 18, PP:189-200
8
9. Brady, Frank. (1998). "A Theoretical and Empirical Review of the Contextual Interference Effect and the Learning of Motor Skills".QUEST, 50, PP:266-293.
9
10. Chein-Ho (Jonice) Lin. (2007). "Effect of task practice order on motor skill learning in adult with Parkinson Disease: A pilot study". Physical therapy, Volume 87, Number 9:87: PP: 1120-1131.
10
11.CHU-MIN LIAO, RICHARD S.W. MASTERS (2001). "Analogy learning: A means to implicit motor learning". Journal of Sports Sciences, 19, PP:307- 319.
11
12. Dick, Malcolm. B (2000). "Contextual interference and motor skill learning in Alzheimer's".Disease. Aging, Neurophysiology a cognition, Vol: 1, P: 273.
12
13. French, K. E. et al. (1990). "Effects of contexual interfrence on retention of three vollyball skills". Perceptual and motor skills, 71, PP: 227-245.
13
14. Goode, S., & Magill, R.A (1986)."Contextual interference effects in learning badmintonserves". Research Quarterly for Exercise and Sport, 57, PP:308-314.
14
15. Lee, T. D., Swinnen, S. P., & Serrien, D. J. (1994). "Cognitive effort and motor learning". Quest, 46, PP:328-344.
15
16. Magill, R.A., & Hall, K.G. (1990)." A review of the contextual interference effects in motor skill acquisition". Human Movement Science, 9, PP:241-289.
16
17. Schmidt, Richard A. & Lee, Timothy D. (1999). "Motor Control and Learning". Fifth Edition. Pub. Human Kinetics.PP:456-484.
17
18. Seemlier. D, Holowchak. M,(1997). "Wining table tennis, skills, drill, and strategies". Human kinetics.PP:5-48.
18
19. Sekiya, H., Magill, R.A., & Anderson, D.I (1996)."The contextual interference effect in parameter modifications of the same generalized motor programs". Research Quarterly forExercise and Sport, 67, PP: 59-68.
19
20. Shea.C.H (2001)."Consistent and variable practice conditions: effects on relative and absolute timing". Journal of motor behavior. 33 (2), PP: 139-152.
20
21. Sherwood, D.E (1996)."The benefits of random variable practice for spatial accuracy anderror detection in a rapid aiming task". Research Quarterly for Exercise and Sport, 67, PP:35-43.-Shanon.
21
22. Simon, D., & Bjork, R. (2002)." Models of performance in learning multisegment movement task: consequences for acquisition, retention, and judgments of learning". Exp psychology applied, 8(4), PP: 222-232.
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23. Tapper,(2003). ITTF level 1 coaching manual.
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24. Vera J.G, Alvarez J.C, Medina MM. (2008). "Effects of different practice conditions on acquisition, retention, and transfer of soccer skills by 9-year-old schoolchildren". Percept Mot Skills; 106(2): PP: 447-460.
24
25. Young Hwang, & et al. (2004). "Experiencing greater contexual interfrence during practice impacts movement kinematics of Golf putt". Doctroal dissertation , Texas A & M University.P:5.
25
26. Zetou, Eleni, Giazitzi, Katerina , Mihalopoulou, Maria. (2007). "Contextual interference effects in learning basic volleyball skills". Department of Physical Education and Sport Science, Democritus University of Thrace, Greece. Percept Mot skills, 104(3 pt 1): PP: 995-1004.
26
ORIGINAL_ARTICLE
The Effect of Emotional Intelligence Training on Mental Skills of Athlete Teenagers
The aim of the present research was to investigate the effect of emotional intelligence training on mental skills in athlete teenagers. For this purpose, 80 volunteer students (40 boys and 40 girls, mean age of 15±0.53 years) were selected with simple random sampling method and divided into two experimental and control groups. Bradberry and Greaves emotional intelligence questionnaire was used to measure emotional intelligence and Ottawa Mental States Assessment Tool (OMSAT 3) to measure mental skills. Also, the questionnaires used in Iran were reliable and valid. The program of emotional intelligence skill training to teenager athletes lasted 10 sessions. Data were analyzed using consistency of variances, Kolmogorov Smirnov test and independent t test (the mean comparisons of the two groups based on the difference of scores between pretest and posttest) at P<0.05. Results showed a significant difference between posttest means in the two groups in four components of emotional intelligence (self-awareness, self-management, social awareness and relationship management) and mental skills (P˂0.05). Thus, it seems that the training of emotional intelligence skills is one of the important parts of mental preparation that is necessary to achieve optimum athletic performance.
https://jsmdl.ut.ac.ir/article_35696_13ecdafee8cc0601071033c6ab3d44d9.pdf
2013-12-22
25
40
10.22059/jmlm.2013.35696
Emotional intelligence
Self-awareness
Self-management
social awareness
relationship management
Mental Skills
Teenager
athlete
Lila
Riahi Farsani
l_r_farsani@yahoo.com
1
کارشناس ارشد دانشگاه پیام نور تهران
LEAD_AUTHOR
Ahmad
Farrokhi
farrokhi-ahmad@yahoo.com
2
دانشیار دانشگاه تهران
AUTHOR
Abolfazl
Farahani
afarahani@pnu.ac.ir
3
استاد دانشگاه پیام نور تهران
AUTHOR
Parvaneh
Shamsipour
shamsipour@gimail.com
4
دانشجوی دکتری دانشگاه شهید بهشتی
AUTHOR
1. ادیب راد، نسترن،(1383). "بررسی تاثیردوروش ایمن سازی درمقابل استرس(SIT) و آموزش هوش هیجانی (EIT)، درنشانگان استرس زنان شاغل درحرفه خدمات پرستاری و راههای مقابله با آن". رساله دکتری، دانشکده روانشناسی ،دانشگاه تربیت معلم تهران.صص 89-78.
1
2. برادبری، تی.؛ گریوز، جی. (1384). "هوشهیجانی: مهارتهاوآزمونها" . ترجمة مهدی گنجی، تهران : نشرساوالان. صص: 162-153.
2
3. بشارت،محمدعلی. عباسی،غلامرضا. میرزاکمسفیدی،رضا. (1384)."تبیین موفقیت ورزش و روش های گروهی و فردی برحسب هوش هیجانی". فصلنامه المپیک ، سال سیزدهم ، پیاپی 4.صص: 96- 87 .
3
4. حسین علیان، محسن (1383). "مقایسه هوش هیجانی قهرمانان وورزشکاران رشته های گروهی و انفرادی با افراد ورزشکار". پایان نامه کارشناسی ارشد، دانشگاه شهید بهشتی تهران.دانشکده علوم ورزشی. صص: 75 – 70.
4
5. خسرو جردی ،راضیه.(1383). "بررسی رابطه هوش هیجانی با سلامت عمومی در دانشجویان دانشگاه سبزوار". پایان نامه کارشناسی ارشد. دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران. صص: 74-65.
5
6. ساسانی مقدم، شیوا. بحرالعلوم، حسن. (1387). "مقایسه هوش هیجانی دانشجویان دختر ورزشکار و غیر ورزشکار". دانشگاه صنعتی شاهرود، پژوهش در علوم ورزش(1388). شماره 23،صص60-47.
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7. ساسانی مقدم،شیوا. (1390). "ارتباط بین هوش هیجانی و مهارتهای روانی دانشجویان دختر ورزشکار". نشریه علوم حرکتی و ورزش. صص: 15-10.
7
8. عبدی، حسین .(1385). "بررسی ارتباط هوش هیجانی اعضای هیئت علمی با اثربخشی دانشکده های تربیت بدنی (دولتی) شهر تهران". پایان نامه کارشناسی ارشد. دانشگاه تهران . صص: 71 – 66 .
8
9. عرفانی، آزاده. (1388). "رابطه هوش عاطفی با شاد کامی و مقایسه این متغییرها در ورزشکاران رشته های تیمی و انفرادی". همایش بین المللی تربیت بدنی و علوم ورزشی،تهران (2010).
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10. غلامی، امین. (1388). "مقایسه هوش هیجانی بازیکنان فوتبال در پستهای مختلف بازی". هفتمین همایش بین المللی تربیت بدنی و علوم ورزشی،تهران (2010).
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11.فلاح، مهری. فهیم دوین، حسن.(1388). "رابطه هوش عاطفی، خودشکوفایی در دانشجویان دختر ورزشکار و غیر ورزشکار". هفتمین همایش بین المللی تربیت بدنی وعلوم ورزشی،تهران،(2010).
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12. کریمی، شیلر. (1388). "مقایسههوشهیجانیوروحیهرقابتوهمکاریورزشکارانتیمهایموفقوناموفقدراگونبوت". همایش بین المللی تربیت بدنی و علوم ورزشی،تهران (2010).
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13. کلرک، رینا، روکس، رونیل. (1388). "هوش هیجانی برای کودکان و نوجوانان". ترجمه: علی کریمی، تهران، نشر رسانه تخصصی. صص: 11- 8.
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14. گاتمن ،جان مردخای ،(1387). "فنون افزایش هوش هیجانی کودکان". ترجمه: مناخاطری .تهران، انتشارات رسا. صص : 38-24 .
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15. میرغفوری، حبیب الله. آرامون، هاجر، شمس نژاد، هاشم.(1388). "اولویت بندی مولفه های هوش هیجانی و بررسی ارتباط آن با عملکرد ورزشکاران". هفتمین همایش بین المللی تربیت بدنی و علوم ورزشی،تهران(2010).
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16. نادعلی، حسین. (1386). "تحلیل اکتشافی رابطه سبک های دلبستگی و هوش هیجانی". پایان نامه کارشناسی ارشد. دانشگاه تهران،دانشکده روانشناسی وعلوم تربیتی .صص: 38-25.
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17. نامکا، لین. ( 1388). "آموزش هوش هیجانی به کودکان". ترجمه:نصرت الله یوسفی، تهران ،انتشارات تدبیر، صص :4-2.
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18. نریمانی، محمد. رفیق ایمانی ، سودابه (1386) . "مقایسه روش های مقابله ای در بازیکنان
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19. واعظ موسوی ، سید محمدکاظم. (1379). "تعیین اعتبار و پایانی سه پرسشنامه آمادگی روانی اوتاوا(OMSAT)". پژوهش در علوم ورزش، شماره1. صص: 49 – 31 .
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20.Ajayi,M.A(2007). "Effect of aSixweeken emotional intelligence program on the sport performance of Amatur athletes in Oyo state of Nigeria". Department of human kinetics and Health Education university of Ibadan , Ibadan , Nigeria. (www.sirc.ca). PP:75-106.
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21.Andrew m .lane (2009)."Emotional Intelligence and mood states associated with optimal performance" . school of sport , Performing Arts and Leisure. 13 UK. (A.M. lane Z @ WLV.ac.uk) . PP:66-74.
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22.Bar-on , R. parker .P.A. (2000) . "The handbook of emotional Intelligence: Theory Development , Assessment and Application at home , school and work Place" . SaraFranSico.12. PP:49-68.
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23.Cherniss , C. (2000). "Emotional Intelligence what is and why it Matters". Annual Meeting of society for Industrial and organizational Psychology New . Orland . LA , April 15 .
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24.Ciarrochi , V. : (2002). "Motional Intelligence Moderates the relationship between stress and Mental health". Journal of personality and individual differences . 32 . PP:197-209.
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25.Constantine , M.G. (2001). "Theorical orientation , empathy, and multicultural counseling competence in school counselor trainees professional school counseling". Journal of counseling psychology 4,PP:342-348.
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26.Crombi , David , Lombard , carl , Noakes , Tim (2009). "Emotional intelligence scores peredict team sports science & coaching performance in a national cricket competition".4 ,number 2, June 2009 ,16. PP:209-224.
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27.Durlak, J. A., & Wells, A. M. (1997). "Primary prevention mental health programs for children and adolescents: A meta-analytic". Review American Journal of Community Psychology, 25,PP: 115-152.
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28.Eisenberg, N., Fabes, R. A., Guthrie, I. K., Reiser, M. (2000). "Dispositional emotionality and regulation: Their role in predicting quality of social functioning". Journal of Personality and Social Psychology, 78, PP:136-157.
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29.Golman , D. Boyatzis , R.E & Rhee , K(1999) . "Glustering competence in emotional intelligence insights from the emotional competence inventory". (ECI) From theubrld wide web http : // www. eicono sortium .org .
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30.Mayer, J.D., Caruso, D.R. and Salovey, P. (1999). "Emotional intelligencemeets standards for traditional intelligence". Intelligence 27,PP:267-298.
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31.Rapisarda,Brig Ann, (2002) . "The impact of emotional intelligence on work team cohsiveness and performance,internationaljornal of organization analysis".10(4), PP:363-379.
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32.Saklofske , D.H , Austin , E.J, Galloway , I , David son , K . (2007) . "Individual difference correlates of health related behaviors : preliminary evidence for Links between emotional intelligence and coping". Personality and individual Differences 42 (2007) 49.
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33.UluTAS , Ilkay, Esra, Omeroglu..(2007)."The Effects of An Emotional intelligence education program on the emotional intelligence of Children". Social behavior and personality , 35 (10) , PP:1365-1372.
34
ORIGINAL_ARTICLE
Age and Attentional Focus Related Differences in Postural Control
Postural control has an important role in daily activities and motor independence. In recent years, conscious aspects of postural control such as attention and cognitive processes have received attention for balance optimization performance. Therefore, the present study designed to examine the age–related differences in postural control in the internal and external focus of attention. For this purpose, displacement of the anterior–posterior, middle–lateral and speed of center of pressure (cop), 22 elderly subjects (mean+SD=59.95±2.12 year) and 22 young men (mean+SD=24.16±2.76 year) who were selected from Shahid Chamran University students and staff purposefully and by availability were measured in three 30–second trials in the internal focus and three 30-second trials in external focus using force platform. After the normality of data had been tested with Kolmogorov-Smirnov test and the equality of variance had been tested using the Levene test, data were analyzed using multivariable variance analysis, one–way variance analysis and MANOVA. Results showed that postural stability of both groups in external focus was more than internal focus. These results supported limited action hypotheses and conscious processes. Also, in both conditions, young group had more postural stability than the elderly. It seems that the weaker performance of the elderly in both external and internal conditions was due to the effects of aging on sensorimotor systems.
https://jsmdl.ut.ac.ir/article_35698_a7eb136e813720dbdf86f74ef740f493.pdf
2013-12-22
41
56
10.22059/jmlm.2013.35698
internal attention
external attention
Aging
The Youth
Postural control
Javad
Parhizkar Kohneh Oghaz
parzkargavad@yahoo.com
1
کارشناس ارشد دانشگاه شهید چمران اهواز
LEAD_AUTHOR
Mehdi
Zarghami
s.gh.2020@yahoo.com
2
دانشیار دانشگاه شهید چمران اهواز
AUTHOR
Ahmad
Ghotbi Varzaneh
a.ghotbi@scu.ac.ir
3
کارشناس ارشد دانشگاه شهید چمران اهواز
AUTHOR
Amirhosein
Ghorbani
4
کارشناس ارشد دانشگاه شهید چمران اهواز
AUTHOR
1. حناچی، پریچهر. کاویانی، گلاره. (1389). "تأثیر تمرینات مینی ترامپلین بر تعادل پویای زنان سالمند در شهر تهران". مجلة پزشکی هرمزگان، سال چهاردهم، شمارة دوم، صص: 155 – 148.
1
2. دیوید ال، گالاهو. جان سی، آزمون. (2006). "درک رشد حرکتی انسان در دوران مختلف زندگی". ترجمة رسول حمایت طلب، احمدرضا موحدی، علیرضا فارسی و جواد فولادیان، (1389). تهران، انتشارات علم و حرکت. ص : 423.
2
3. شاهرخی، حسین. موسوی، لیلا. نورسته، علی اصغر. (1388). "اثر زمان روز بر کنترل پاسچر ایستا و پویا در مردان و زنان ورزشکار". نشریة طب ورزشی، شمارة سوم، صص: 127 – 113.
3
4. گلین، س. رابرتس. (1382). "آموزش روانشناسی ورزشی". ترجمة سیدمحمد کاظم واعظ موسوی و معصومه شجاعی، تهران، انتشارات رشد.ص : 184.
4
5. میرزایی، محمد. شمس قهفرخی، مهری. (1386). "جمعیتشناسی سالمندان در ایران براساس سرشماریهای 1385-1335". مجلة سالمندی ایران، سال دوم، شمارة پنجم، صص: 331 – 326.
5
6. نوبهار، منیر. نجاتی، وحید. حسینی، سیدعلی. (1389). "مقایسه تغییرات وابسته به سن برعملکرد تعادلی در جوانان و سالمندان". مجلة سالمندی ایران، سال پنجم، شمارة پانزدهم، صص: 41 – 35.
6
7. وی، گریکوری پاینه . لاری دی، ایساکس. (2002). "رشد حرکتی انسان". ترجمة حسن خلجی، داریوش خلجی (1384). اراک، انتشارات دانشگاه اراک. ص : 716.
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8. Belenkii, VE., Gurfinkel, VS. Paltsev, EI. (1967). "On elements of control of voluntary movements". Biofizica 12: PP:135-141.
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9. Burton, A. W. and Davis, W.E. (1992). "Assessing balance in adapted physical education: fundamental concepts and applications". Adapted physical activity quarterly (APAQ). 9(1). PP:14-46.
9
10. Cluff, T., Gharib, T., Balasubramaniam, R. (2010). "Attentional influences on the performance of secondary physical tasks during posture control". Exp Brain Res. 203, PP:647-658.
10
11. Dehghani, R., Valaei, N. (2005). "Scorpion bite in Iran. Review of the literature". Feyz Kashan university of medical sciences and health services. 9: PP:66- 84, (Persian).
11
12. Ford, P.,Hodges, N. J. and Williams, A. M. (2005). "Onlin ateentional – focus manipulations in a soccer- dribbling task". Implications for the proceduralization of motor skills. Journal of motor behavior. 37, (5). PP: 386-394.
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13. Horak, F.B. Shupert, CiL. And Mirka, A. (1989). "Components of postural dyscontrol in the elderly". A review. Neurobiology oj aging. 10, PP:727-738.
13
14. Hosseini, SS. Allahyari, MA. Rostamkhani, H. Jalili, M. (2001). "Comparison the effect of attention source on balance test performance in elderly subjects". Australian journal of basic and applied sciences. 5(7). PP:942-945.
14
15. Jacobs, J.V. and Horak, F. B. (2007). "Cortical control of postural responses". Journal of neural transmission, 4. PP:1339-1348.
15
16. Keegan HL. (1980). "Scorpion of medical importance". 1st ed. University press of mississippi. P:22.
16
17. Lajoie, Y., Teasdale, N. Bard, C. Fleury, M. (1996). "Upright standing and gait: are there changes in attentional requirements related to normal aging?" Exp Aging Res. 22: PP:185-198.
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18. Masters, R.S.W. (1992). "Knowledge, knerves and know – how: the role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure". British journal of psychology. 83(3). PP:343-358.
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19. Maxwell, J.P. (2002). "External versus internal focus instructions: is the learner paying attention". IJASS. 2002 (2). PP:70-88.
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20. Maxwell, J. Masters, R. and Eves. F. (2000). "From novice to no know – how: a longitudinal study of implicit motor learning". Journal of sports sciences. 18(2). PP:111-120.
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21. Mojani, MA. (2007). "Dizziness in elderly". Journal Qazvin university of medical sciences. 11(2). PP:71-79 (Persian.)
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22. Perkins – Ceccato, N. Passmore, S.R. and Lea, T.D. (2003). "Effects of focus of attention depend on golfers, skill". Journal of sports sciences. 21, PP: 593-600.
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23. Shumway – Cook, A., Woollacott, M., Kerns, K.A., Baldwin, M. (1997) b. "The effects of two types cognitive tasks on postural stability in older adults with and without history of falls". Journals of gerontology, Biological sciences and Medical sciences. 52, PP:232-240.
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24. Shumway – Cook, A., Woollacott, MH. (2000). "Attentional demands and postural control. The effect of sensory context". J Gerontrol series a Biol Sci Med Sci. 55.PP: M10-M16.
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25. Teasdale, N., Simoneau, M. (2001). "Attentional dermands for postural control: the effects of aging and sensory reintegration". Gait and Posture 14: PP:203-210.
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26. Vance, J., Wulf, G., Tollner, T., McNevin, N., and Mercer, J. (2004). "EMG activity as a function of the performer’s focus of attention". Journal of motor behavior, 36, PP: 450-459.
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27. Vuillerme, N., Nafati, G. (2007). "How attentional focus on body sway affects postural control during quiet standing?" Psychol Res. 71(2): PP:192-200.
27
28. Vuillerme, N., Nougier, V. (2004)."Attentional demand for regulating postural sway: the effect of expertise in gymnastics". Brain Res Bull. 63: PP:161-165.
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29. Woollacott, MH. Shumway – Cook, A. (2002). "Attention and the control of posture and gait: a review of and emerging area of research". Gait and Posture. 16: PP:1-14.
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30. Wulf, G. (2007). "Attentional focus and motor learning: a reivew of 10 years of research". E – Journal bewegung und training. 1, PP: 4-14.
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31. Wulf, G., Landers, M. Lewthwaite, R., and Tollner, T. (2009). "External focus instructions reduce postural instability in individuals with parkinson disease". Physical therapy. 89(2). PP: 162-168.
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32. Wulf, G., McConnel, N., Gartner, M., and Schwarz, A. (2002). "Feedback and attentional focus: enhancing the learning of sport skills through external – focus feedback". Journal of motor behavior. 34, PP: 171-182.
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33. Wulf, G., McNevin, N.H., Fucgs, T., Ritter, F., and Toole, T. (2002). "Attentional focus in complex motor skill learning". Research Quarterly Exercise and Sport. 71. PP: 229-239.
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34. Wulf, G. Tollner, T., and Shea, C. (2007). "Attentional focus effects as a function of task difficulty". Research Quarterly for Exercise and Sport. 78 (3). PP: 257-264.
34
ORIGINAL_ARTICLE
The Effect of Rope Jumping National Plan on Eye– Hand Coordination in Fourth Grade Elementary School Students
Coordination, body and limb designs are related to the environmental objects and events. The aim of this study was to investigate the necessity to implement rope jumping program in Iran schools and since one of the major problems in learning how to write is eye–hand coordination, the effect of a rope jumping training course on eye–hand coordination was investigated in the fourth grade elementary students. In this case, 60 male students from fourth grade of elementary schools in Baharestan city of Tehran (in 1390-91) were selected by stage sampling method and were divided into experimental and control groups. Experimental group performed the selected rope jumping program three sessions a week for 10 weeks. To evaluate the eye–hand coordination skill, the Vienna test was used in pretest and posttest. After the normality of data was tested by K-S test, they were analyzed using independent and dependent t tests at P˂0.05. Results indicated significant improvements in the experimental group (P=0.44 for the right hand and P=0.009 for the left hand). Also, there was a significant difference in the posttest mean scores of eye–hand coordination between the experimental and control groups (P=0.0009). The results showed that the rope jumping exercise program enhanced eye-hand coordination. So this research necessitated the implementation of the rope jumping program in Iran schools.
https://jsmdl.ut.ac.ir/article_35700_1e091f275175017e49baf3e538752eb9.pdf
2013-12-22
57
69
10.22059/jmlm.2013.35700
Rope Jumping
Eye–Hand Coordination
students
Physical Activity
Boys
Benyamin
Ghelichpoor
benyamin_ghlichpoor@ut.ac.ir
1
کارشناس ارشد دانشگاه تهران
AUTHOR
Mehdi
Shahbazi
shahazadtahmasebi@yahoo.com
2
استادیار دانشگاه تهران
LEAD_AUTHOR
Fazlolah
Bagherzadeh
f.bagherzade@yahoo.com
3
داتشیار دانشگاه تهران
AUTHOR
1. ارنهایی، دانیل. دی، سینکلر، ویلیامز. ای. (1385). "برنامهریزی ترمیمی برای کودکان مبتلا به خام حرکتی". تهران، رشد. صص : 41-33.
1
2. آقایی بلیانی، محمدعلی. (1377). "تأثیر فعالیت بدنی منتخب بر تواناییهای ادراکی – حرکتی دانشآموزان پایة اول دبستان پسرانة شهید بهشتی منطقة 6 آموزش و پرورش تهران". پایاننامة کارشناسیارشد تهران، انتشار نیافته.صص : 20-16.
2
3. اسماعیلزاده، مریم. صالحی، حمید. منصوری، شاهین. (1390). "تأثیر حرکتهای منتخب ریتمیک بر هماهنگی دست – پای کودکان دختر دارای اختلال هماهنگی رشدی". مجله دانشگاه علوم پزشکی شهرکرد، شمارة 13. صص:51 – 46.
3
4. اشمیت، ریچارد. ای. لی، تیموتی دی. (1387). "یادگیری و کنترل حرکتی". ترجمة رسول
4
حمایتطلب و عبداله قاسمی، نشر علم و حرکت، تهران. صص : 74-52.
5
5. امینی، محمدمهدی. (1385). "تأثیر دو نوع برنامة منتخب بر هماهنگی چشم و دست
6
دانشآموزان پسر پایة اول ابتدایی". پایاننامة کارشناسیارشد تربیت بدنی دانشگاه تهران، انتشار نیافته. صص : 18-10.
7
6. باقرزاده، فضل اله. شیخ، محمود. شهبازی، مهدی. طهماسبی بروجنی، شهرزاد. (1386). "یادگیری و کنترل حرکتی". بامداد کتابف تهران. صص : 121-110.
8
7. شیور، لاری، جی. (1370). "فیزیولوژی ورزش". ترجمة عباسعلی گائینی، انتشارات آموزش و پرورش، تهران. صص : 90-82.
9
8. خدادادی، حسن. (1390). "جزوة طرح طناورز". آموزش و پرورش، تهران. صص : 85-71.
10
9. شجاعی، معصومه. (1383). "رشد حرکتی". انتشارات دانشگاه امام حسین، تهران. صص : 60-53.
11
10. صفوی، امان اله. (1383). "کلیات روشها و فنون تدریس". انتشارات معاصر، چاپ نهم، تهران. صص : 44-37.
12
11. فراست، دیوید. (1376). "روانشناسی ورزش". ترجمه عیدی علیجانی و مهوش نوربخش، انتشارات علامه طباطبایی، تهران. صص : 90-77.
13
12. هارو، چ. آنیتا. (1368). "طبقهبندی هدفهای رفتاری در حیطة روانی – حرکتی". ترجمة علیرضا کیامنش، انتشارات وزارت آموزش و پرورش سازمان پژوهش و برنامهریزی، چاپ دوم، تهران.صص : 62-53.
14
13. Chao, C.C., and Lin, S.Y. (2011). "The impact of rope jumping exercise on physical fitness of visually impaired students". Research in Developmental Disabilities. 32: PP:9-25.
15
14. Hoeger, w.w.k., and hoeger, A. A. (2004). "Principle and fitness and wellness". (7thed). Belmont, CA: Wadsworth/Thomsom Learning.PP:37-45.
16
15. I.R. Iran sport for all fedearation. http://www.isfaf.com.Viewed on 22 March 2012.
17
16. Smits – Enqelsman, B. C., Wilson, P.H., Westenberg, Y., Duysens, J., (2003). "Fine motor deficiencies in children with developmental coordination disorder and learning disabilities: an underlying open – loop control deficit". Hum Mov Sci 22: PP:495-513.
18
ORIGINAL_ARTICLE
The Effect of Vitamin E Supplement on Motor Activity and Spatial Learning in Aged Rats
Aging has negative effects on motor and cognitive functions, so it is essential to identify appropriate strategies to prevent the decrease of motor and cognitive functions. The aim of this research was to investigate the effect of vitamin E supplement on motor activity and spatial learning in aged rats. 36 male Albino – Wistar aged rats were assigned to three groups of control, vitamin E and sham. E group received daily 100 mg (50 IU) of vitamin E per kg of body weight with 0.5 ml sesame oil via gavage during 8 weeks. Sham group received daily 0.5 ml sesame oil, but control group did not receive any treatment. After the end of the protocol, open – field and Morris water maze tests were used to respectively assess motor functions and spatial learning. Distance moved and movement speed was used to assess motor function and latency and distance moved to the find platform was used to assess spatial learning. Results showed that in motor function, there was no statistically significant difference among groups in distance moved and movement speed factors (P>0.05). In addition, there was no statistically significant difference among groups in all factors of spatial learning and memory (P>0.05). The results showed that vitamin E did not significantly influence motor and cognitive functions of aged rats. Vitamin E supplement appears not to be efficient in the aging period when antioxidant damages caused irreversible memory destruction.
https://jsmdl.ut.ac.ir/article_35701_28fbdd1fdcc7033f79df1c0dd4758578.pdf
2013-12-22
71
89
10.22059/jmlm.2013.35701
vitamin E
Motor Function
Sight Memory
cognitive function
rat
Nasour
Ahmadi
n_ahmadi@sbu.ac.ir
1
استادیار دانشگاه شهید بهشتی
LEAD_AUTHOR
Mohammadali
Aslankhani
maslankhani@yahoo.com
2
استاد دانشگاه شهید بهشتی
AUTHOR
Naser
Naghdi
naghdi@pasteur.ac.ir
3
استاد گروه فیزیولوژی و فارماکولوژی انستیتو پاستور ایران
AUTHOR
1. Arzi, A. Hemmati A. Razian, A. (2004). "Effect of vitamins C and E on cognitive function in mouse". Pharmacological research. 49 (3). PP:249-52.
1
2. Bender, DA. Njagi, E. Danielian, PS. (1990). "Typtophan metabolism in vitamin B6 – deficient mice". Br J Nutr. 63:PP: 27-36.
2
3. Cantuti – Castelvetri, I. Shukitt – Hale B. Joseph, JA. (2000). "Neurobehavioral aspects of antioxidants in aging". International Journal of Development Neuroscience. 18 (4-5).PP: 367-81.
3
4. Casadesus, G. Shukitt – Hale B. Stellwagen, HM. Zhu X, Lee HG. Smith MA et al (2004). "Modulation of hippocampal plasticity and cognitive behavior by short – term blueberry supplementation in aged rats". Nutritional neuroscience, 5 (6). PP:309-16.
4
5. Casadesus, G. Shukitt – Hale B, Joseph JA. (2002). "Qualitative versus quantitative caloric intake: are they equivalent paths to successful aging? " Neurobiology of aging. 23 (5). PP:747-69.
5
6. Comin D, Gazarini, L. Zanoni JN, Milani, H. de Oliveira RMW. (2010). "Vitamin E improves learning performance and changes the expression of nitric oxide – producing neurons in the brains of diabetic rats". Behav Brain Res. 210 (1): PP:38-45.
6
7. Diniz DB, de Oliveira, SL. Melo LL, Amaya – Farfan J. (2009). "Comparing impact of chronic energy restriction and vitamin E supplemention on the behavior of adult rats". Archivos latinoamericanos de nutricion. 59 (3). P:287.
7
8. Engelhart MJ. Geerlings MI. Ruitenberg, A. Van Swieten JC. Hofman A. Witteman J. et al (2002). "Dietary intake of antioxidants and risk of Alzheimer disease". JAMA". The journal of te American medical association. 287 (24): P:3223.
8
9. Erin AN, Spirin MM, Tabidze LV, Kagan VE. (1984). "Formation of (alpha) – tocopherol complexes with fatty acids". A hypothetical mechanism of stabilization of biomembranes by vitamin E. biochimica et Biophysica acta (BBA) – biomembranes. 774 (1):PP: 96-102.
9
10. Gorgun, F. Gumustas, MK. Altug, T., Kokoglu, E. (2002). "Vitamin E supplementation in streptozotocin – treated rats alters cerebellar and plasma nitric oxide metabolism". J Toxicol Environ Health A. 65:PP: 631-7.
10
11. Ichitani Y. OH, Yoshikawa, T. and Ibata Y. (1992). "Learning behaviour in chronic vitamin E – deficient and supplemented rats: raial arm maze learning and passive avoidance response". Behav Brain Res. 51:PP: 157-64.
11
12. Jama, JW. Launer, U. Witteman, J. Den Breeijen, J. Breteler M, Grobbee, D. et al (1996). "Dietary antioxidants and cognitive function in population – based sample of older persons". American Journal of Epidemiology. 144 (3): P:275.
12
13. Jia, X. McNeill G. Avenell A. (2008). "Does taking vitamin, mineral and fatty acid supplements prevent cognitive decline? A systematic review of randomized controlled trials". Journal of human nutrition and dietetics. 21 (4): PP:317-36.
13
14. Jones, R. Morris K. Nutt D. (2007). "Cognition enhancers". Foresight brain science. Addiction and drugs project.
14
15. Joseph, J. shukitt – Hale B. Denisova N. Prior R. Cao G. Martin, A. et al (1998). "Long – term dietary strawberry, spinach, or vitamin E supplementation retards the onset of age – related neuronal signal – transducton and cognitive behavioral deficits". The journal of neuroscience. 18 (19).P: 8047.
15
16. Kalmijn S. Feskens E. Launer U, Kromphout D. (1997). "Polyunsaturated fatty acids, antioxidants, and cognitive function in very old men". American journa of epidemiology. 145 (1):P: 33.
16
17. Kontush A. Schekatolina S. (2004). "Vitamin E in neurodegenerative disorders: Alzheimer's disease". Annals of the New York academy of sciences. 1031 (1):PP: 249-62.
17
18. Luchsinger JA. Noble JM. Scarmeas N. (2007). "Diet and Alzheimer's disease". Current neurology and neuroscience reports. 7 (5). PP:366-72.
18
19. Lukaski, HC. (2004). "Vitamin and mineral status: effects on physical performance". Nutrition. 20 (7).PP: 632-44.
19
20. Mcdonald SR. S Sohal R, Forster MJ. (2005). "Concurrent administration of coenzyme Q10 and (alpha) – tocopherol improves learning in aged mice". Free radical biology and medicine. 38 (6).PP: 729-36.
20
21. Morris MC. Evans DA. Bienias JL. Tangney CC. Bennett DA. Aggarwal N, et al (2002). "Dietary intake of antioxidant nutrients and the risk of incident Alzheimer disease in a biracial community study". JAMA: the journal of the American medical association. 287 (24): P: 3230.
21
22. Naghdi, N. Majlessi N, Bozorgmehr, T. (2005). "The effect of intrahippocampal injection of testosterone enanthahte (an androgen receptor agonist) and anisomysin (protein syntheis inhibitor) on spatial learning and memory in adult, male rats". Behav Brain Res. 30: PP:263-268.
22
23. Navarro, A. Gomez C, Lopez – Cepero JM, Boveris A. (2004). "Beneficial effects of moderate exercise on mice aging: survival, behavior, oxidative stress and mitochondrial electron transfer". Amercian journal of physiology – regulatory, integrative and comparative physiology. 286 (3): PP: R 505-R11.
23
24. Perkins AJ. Hendrie HC, Callahan CM. Gao S, Unverzagt FW, Xu, Y, et al (1999). "Association of antioxidants with memory in a multiethnic elderly sample using the third national health and nutrition examination survey". American journal of epidemiology. 150 (1): P:37.
24
25. Polich J. (1996). "Meta – analysis of P300 normative aging studies". Psychophysiology. 19. 53 – 334. (4). 33; P:96.
25
26. Pratico D. (2001). "Vitamin E: murine studies versus clinical trials". Italian heart journal: official journal of the italian federation of cardiology. 2 (12):P: 878.
26
27. Richwine A, Godbout, J. Berg B, Chen J, Escobar J, Millard D. et al (2005). "Improved psychomotor performance in aged mice fed diet high in antioxidants is associated with reduced ex vivo brain interleukin – 6 production". Brain, behavior and immunity. 19 (6):PP: 512-20.
27
28. Sano M, Ernesto C. Thomas RG. Klauber MR. Schafer K, Grundman M. et al (1997). "A controlled trial of selegiline, alpha – tocopherol, or both as treatment for Alzheimer's disease". New England journal of medicine. 336 (17): 1216-22.
28
29. Shukitt – Hale B, Mouzakis, G. Joseph JA. (1998). "Psychomotor and spatial memory performance in aging male fischer 344 rats". Exp Gerontol. 33 (6): PP:615-24.
29
30. Shukitt – Hale B. Smith DE, Meydani, M. Joseph JA. (1999). "The effects of dietary antioxidants on psychomotor performance in aged mice". Experimental gerontology. 34 (6):PP: 797-808.
30
31. Sumien, N. Heinrich KR. Sohal RS. Forster MJ.(2004). "Short – term vitamn E intake fails to improve cognitive or psychomotor performance of aged mice". Free radical biology and medicine. 36 (11). PP:1424-33.
31
32. Sung, S. Yao, Y. Uryu, K. Yang, H. LEE VMY, Trojanowski, JQ. et al (2004). "Early vitamin E supplementation in young but not aged mice reduces Aβ levels and amyloid deposition in a transgenic model of Alzheimer's disease". The FASEB journal. 18 (2): PP:323-5.
32
33. Takatsu, H. Owada, K. Abe, K. Nakano, M. Urano, S. (2009). "Effect of vitamin E on learning and memory deficit in aged rats". Journal of Nutritional Science and Vitaminology. 55 (5): PP:389-93.
33
34. Tuzcu, M. Baydas, G. (2006). "Effect of melatonin and vitamin E on diabetes – inducded learning and memory impairments in rats". Eur J Pharmacol. 537: PP:106-10.
34
35. Veinbergs, I. Mallory M, Sagara, Y. Masliah, E. (2000). "Vitamin E supplementaion prevents spatial learning deficits and dendritic alterations in aged apolipoprotein – E – deficient mice". European journal of neuroscience. 12 (12);PP: 4541-6.
35
36. Willis, LM. Shukitt – Hale, B. Cheng V, Joseph, JA. (2009). "Dose – dependent effects of walnuts on motor and cognitive function in aged rats". Br J Nutr. 101: PP:1140-4.
36
ORIGINAL_ARTICLE
The Survey of Emotional Intelligence in Male and Female Elite Athletes in Individual and Team Sports
Emotional intelligence is the ability to understand and manage self-emotions and others' emotions and includes the intelligent use of emotions. This study aimed at investigating the emotional intelligence in male and female elite athletes in team and individual sport fields. The sample consisted of 62 female elite athletes and 74 male elite athletes selected from different individual and team sports. They filled out Schutte's emotional intelligence scale. The obtained data were analyzed by two-way analysis of variance and independent t test at significance level of 0.05. The results showed no significant difference in emotional intelligence between male and female elite athletes (P>0.05). Findings also revealed no significant difference in emotional intelligence between individual and team sports (P>0.05). The results showed that female athletes benefit from emotional intelligence in their sport performance and progress as much as male athletes and also both individual and team athletes need the same degree of improvement of emotional intelligence and use it in their sport, so it is suggested that special exercises should be planned regardless of gender or sport type to increase emotional intelligence of athletes.
https://jsmdl.ut.ac.ir/article_35703_6be31754a1886705fd3c266c26e2d00c.pdf
2013-12-22
91
105
10.22059/jmlm.2013.35703
Emotional intelligence
elite athletes
Male and Female
Team Sports
Individual Sports
Mehdi
Ghafoori
ghafouri@yahoo.com
1
دانشجوی کارشناسی ارشد دانشگاه تهران
LEAD_AUTHOR
Mehdi
Shahbazi
shahazadtahmasebi@yahoo.com
2
استادیار دانشگاه تهران
AUTHOR
Parisa
Rastegar
3
دانشجوی کارشناسی ارشد دانشگاه تهران
AUTHOR
Ehsan
Fatehi
ehsan.ut.ac@gmail.com
4
دانشجوی کارشناسی ارشد دانشگاه تهران
AUTHOR
. آقایاری، سیروس. شریفی درآمدی، پرویز. (1385). "هوش هیجانی". انتشارات سپاهان، صص: 38 – 36.
1
2. اکبرزاده، نسرین. (1383). "هوش هیجانی". تهران. انتشارات فارابی، چاپ اول. صص : 59-52.
2
3. اکرامی، یلدا. (1380). "آیا میدانید هوش هیجانی یا بهرة هوشی چیست؟ ". تهران، نشریة موفقیت، شمارة 38، صص: 29 – 26.
3
4. بشارت، محمدعلی. (1384). "بررسی تأثیر هوش هیجانی بر کیفیت روابط اجتماعی". مطالعات روانشناختی، 4 (2 و 3). صص: 38 – 25.
4
5. بشارت، محمدعلی. (1384). "تبیین موفقیت ورزشی در ورزشهای گروهی و فردی بر حسب هوش هیجانی". فصلنامة المپیک، شمارة 4. صص :96-89.
5
6. جوکار، بهرام. (1386). "نقش واسطهای تابآوری در رابطه بین هوش هیجانی و هوش عمومی با رضایت از زندگی". فصلنامة روانشناسی معاصر، دورة دوم، شمارة 4. صص : 12-3.
6
7. ساسانی مقدم، شیوا. بحرالعلوم، حسن. (1388). "مقایسة هوش هیجانی دانشجویان دختر ورزشکار و غیرورزشکار دانشگاه شاهرود". پژوهش در علوم ورزشی، شمارة 23، صص: 60 – 47.
7
8. سلطانی فرد، بهروز. (1387). "رابطة کمالگرایی و هوش هیجانی ورزشکاران مرد شهرستان خرمآباد". فصلنامة روانشناسی کاربردی، شمارة 4، صص : 635 – 626.
8
9. کشاورزی ارشدی، فرناز. امامی پور، سوزان. مظاهری، مریم. (1385). "تأثیر سبکهای تفکر و جنسیت بر هوش هیجانی". فصلنامة روانشناسی کاربردی، صص: 48 – 36.
9
10. گلمن، دانیل. (1995). "هوش هیجانی". ترجمة نسرین پارسا (1380). تهران، انتشارات رشد.صص: 55-49.
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11. لشگری، کبری. (1381). "تهیة آزمون هوش هیجانی و بررسی اعتبار و روایی و نرمیابی آن روی دانشجویان دانشگاههای شهر تهران". پایاننامة کارشناسیارشد، دانشگاه آزاد اسلامی واحد تهران مرکزی، انتشار نیافته.صص : 19-7.
11
12. مشهوری، مرضیه. (1380). "بررسی صفات شخصیتی دانشجویان ورزشکار و غیرورزشکار دانشگاه تهران". پایاننامة کارشناسیارشد دانشگاه تهران، انتشار نیافته. صص : 15-7.
12
13. ملایی، عین اله. (1390). "تفاوت جنسیتی و هوش هیجانی در دانشجویان دانشگاه علوم پزشکی گلستان". مجلة علمی دانشکدة پرستاری و مامایی بویة گرگان، شماره 2، صص : 34 – 30.
13
14. هومن، حیدرعلی. (1380). "تأملی در هوش هیجانی". مجلة پژوهش در روانشناسی، شمارة 2، ویژة تابستان. صص : 90-78.
14
15. Carmeli, A. (2003). "The relationship between emotional intelligence and work attitudes, behavior and outcomes". Journal of Managerial Psychology. 18. PP:788-813.
15
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32
ORIGINAL_ARTICLE
Comparison of Narcissism Levels between National and Regional Athlete Students and Non-Athlete Students
It is possible that society and media attention to national athletes increase their narcissism. Based on this possibility, this study which was descriptive and field aimed at comparing narcissism between elite and non-elite athlete students and non-athlete students. The population consisted of students of physical education and sport sciences faculties of Tehran universities. 105 athlete students at national and regional levels from team sports (football, volleyball and basketball) (n=35) and individual sports (wrestling, Judo and track and field) (n=35) and non-athlete students (n=35) were selected by availability method as the sample of the study. Data were gathered by Narcissistic Personality Inventory (Raskin and Terry) and Eysenck personality questionnaire (EPQ) and analyzed by ANOVA and Newman-Keuls post hoc test. The results showed no significant difference between national athlete students and regional athlete students and non-athlete students in narcissism, nervousism and psychosism (P≤0.05). But national athletes gained higher scores in extroversion compared with regional athlete students and non-athlete students (P≤0.05).
https://jsmdl.ut.ac.ir/article_35704_3e3b5a5591e629a10e5053c30edda50f.pdf
2013-12-22
107
124
10.22059/jmlm.2013.35704
Narcissism
extroversion
Nervousism
Psychosism
National Athlete
Hojat
Hatami
1
دانشجوی دکتری دانشگاه آزاد اسلامی (واحد علوم تحقیقات)
AUTHOR
Aliasghar
Khodaverdi
rikanoori@yahoo.com
2
کارشناس ارشد دانشگاه تهران
LEAD_AUTHOR
Zahra
Hatami
zahra_hatami@yahoo.com
3
دانشجوی کارشناسی ارشد دانشگاه خوارزمی تهران
AUTHOR
Maryam
Karimi
m.karimi49658@yahoo.com
4
کارشناس ارشد دانشگاه آزاد اسلامی (واحد اسلامشهر)
AUTHOR
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2
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42
ORIGINAL_ARTICLE
The Effect of Imagery Speed of a New Motor Task on Performance Duration
Motor imagery is the ability to imagine performing a movement without any action. The time a movement is mentally rehearsed highly correlates with the actual time of motor action. In this study, the effect of voluntary changes in imagery speed on the duration of the actual performance and learning a complex unfamiliar skill, and also the difference between the effects of real-time and fast imagery were investigated. 32 male volunteers (mean age: 22.23±2.07 yr) participated in the pretest, imagery training period, posttest, and retention test. The motor task was a sequence of new skills involving coordinated movements of upper and lower extremities with body locomotion. During the training period and in the real time, they mentally rehearsed the sequence performed in the pretest faster and more slowly. Analysis of variance (ANOVA), dependent and independent t tests were used to analyze the data. The findings revealed that the actual duration of real-time and fast imagery group decreased after training period (p<0.05) and it did not change in the retention test compared with the posttest (p>0.05). However, there was no difference between the effect of real-time and fast imagery (p>0.05). Moreover, no significant differences were found in the subsequent performance and retention of control and slow imagery groups (p>0.05). It is suggested that the duration of motor imagery should be close to the duration of physical performance in order to promote the performance and learning new tasks and individuals should be cautious about changes in mental image speed.
https://jsmdl.ut.ac.ir/article_35711_a6f0f650a0cee339d5da0eddbf359794.pdf
2013-12-22
125
145
10.22059/jmlm.2013.35711
Imagery Speed
Temporal Congruency
Mental Practice
Motor Performance
Retention Test
Ali
Fathizadeh
alifathizadeh2003@gmail.com
1
کارشناس ارشد دانشگاه ارومیه
LEAD_AUTHOR
Hasan
Mohammadzadeh Jahatlo
esheba@gmail.com
2
دانشیار دانشگاه ارومیه
AUTHOR