ORIGINAL_ARTICLE
The Effect of National Jump Roping Plan on Static and Dynamic Balance of Male Students of Elementary School Fourth Grade
The aim of this study was to investigate national jump roping plan on static and dynamic balance of students. In this study, pretest and posttest were used with two experimental and control groups for male students of fourth grade of elementary school in 2011-2012 in Baharestan city (a region in Robat Karim, Tehran). For this purpose, 60 students were selected from students of fourth grade of elementary schools in Baharestan city using multistage sampling method and were equally divided into two groups. Experimental group implemented the selected jump roping program 3 sessions a week (each session 50 min.) for 10 weeks. K–S test was used to check data normality. Independent and dependent t tests were used to analyze the data (P˂0.05). The results indicated a significant improvement in the experimental group for both static (P=0.019) and dynamic (P=0.005) balance tests. Also, the mean score of dynamic balance posttest was significantly more in the experimental group than control group (P=0.041) but such difference was not observed in the result of static balance test between the two groups (P=0.225). Based on these results, jump roping plan improved the balance of students. So this study considered the jump roping plan to be useful at schools.
https://jsmdl.ut.ac.ir/article_55247_418cec7548f10ce9133d1952729d1243.pdf
2015-07-23
139
151
10.22059/jmlm.2015.55247
Dynamic balance
jump roping
primary
static balance
students
Benyamin
Ghelichpoor
benyamin_9x@yahoo.com
1
M.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Mehdi
Shahbazi
mehdishahbazi@ut.ac.ir
2
Associate Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
Fazlolah
Bagherzadeh
fbagherzadeh@ut.ac.ir
3
Associate Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
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28
ORIGINAL_ARTICLE
Impulsiveness Features in Soccer Players with Different Positions: Test of Mastery Orientation Approach
The aim of this study was to investigate impulsiveness features of soccer players in different positions according to the mastery orientation approach. For this purpose, 40 soccer players in Iran first division league with mean age of 28.65±3.9 years in different positions participated in this study. To measure impulsiveness features, Barratt Impulsiveness Scale (BIS-11) and Continuous Performance Test (CPT) were used. Multivariate analysis of variance results indicated that goalkeepers and defenders achieved higher scores in cognitive and motor variables of impulsiveness factors and in misdiagnosis of continuous performance test items than the middle players and offenders (F(9,82)=3.126, P=0.001, Wilks Lambda 0.228, partial η2=0.389). Based on these results, it can be stated that impulsiveness is one of the main explanatory factors of players' tendency towards different soccer positions along with other relevant variables.
https://jsmdl.ut.ac.ir/article_55248_1eba49d39649aac04ba0a2439969c42c.pdf
2015-07-23
153
169
10.22059/jmlm.2015.55248
continuous performance
impulsiveness
mastery orientation
soccer players
talent identification
Mohamad Hosein
Ghahramani
ghahramani.mohamadhosein@gmail.com
1
-Ph.D. Student, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Mashhad Ferdowsi University, Mashhad, Iran
LEAD_AUTHOR
Mohamad Ali
Besharat
besharat@ut.ac.ir
2
- Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
AUTHOR
Mehdi
Sohrabi
sohrabi@um.ac.ir
3
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Mashhad Ferdowsi University, Mashhad, Iran
AUTHOR
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1
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47
ORIGINAL_ARTICLE
The Effect of Basic Swimming Skills Training on Gross Motor Skills in Autistic Children (7-11 Years Old)
The aim of this study was to investigate the effect of basic swimming skills training on gross motor skills in male autistic children (7-11 years old). For this purpose, 20 autistic children (mean + SD age: 10.3±1.05 yr and BMI: 18.9±1.76 kg/m2) were randomly divided into two groups of experimental and control (each group 10 subjects). The training protocol of the experimental group was implemented for 6 weeks containing warm-up with stretching exercises, standard swimming instruction and training and ball movements inside and outside water. The control group was engaged in their routine activities. At the beginning and at the end of the study, the second edition of Test of Gross Motor Development (TGMD-2) (Ulrich, 2000) was applied for both groups. Findings showed that the manipulation skills (%40), locomotion skills (%31) and gross skills (%35) improved significantly after the selected training protocol (P<0.05). Accordingly, the differences between the two groups in changes of pretest and posttest of the three skills were significant (P<0.05). Finally, it seems that swimming training with an emphasis on manipulation and locomotion skills can have beneficial effects on motor abilities of children with autism.
https://jsmdl.ut.ac.ir/article_55249_a943cb85ffebc10166cd3b86653d329a.pdf
2015-07-23
171
185
10.22059/jmlm.2015.55249
autistic children
basic skills
gross motor development
swimming training
Ulrich test
Farnaz
Torabi
torabift@yahoo.com
1
Assistant Professor, Department of Physical Education, Payame Noor University, Iran
LEAD_AUTHOR
Azar
Aghayari
aaaaaa@yahoo.com
2
- Assistant Professor, Department of Physical Education, Payame Noor University, Iran
AUTHOR
Sohayl
Dashtabadi
00000@yahoo.com
3
MSc of Physical Education, Payame Noor University, Iran
AUTHOR
1. رهبانفرد، حسن. (1377). "تأثیر برنامۀ حرکتی ویژه بر تواناییهای ادراکی حرکتی دانشآموزان پسر عقبماندۀ ذهنی آموزشپذیر 10-13سالۀ تهران". پایاننامۀ کارشناسیارشد، تهران، دانشکدۀ تربیت بدنی دانشگاه تهران، ص: 30-57.
1
2. فدائی اردستانی، مهری. (1388). "تأثیر یک برنامۀ حرکتی منتخب بر رشد مهارتهای حرکتی پایۀ دختران کمتوان ذهنی آموزشپذیر 7 تا 10 ساله". پایاننامۀ کارشناسیارشد، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، ص: 68-42.
2
3. فراست، دیوید. (1376). "روانشناسی ورزش". ترجمة عیدی علیجانی و مهوش نوربخش، تهران، انتشارات علامه طباطبایی،ص: 50-30.
3
4. کاتلین ام. هیوود. (1385). "رشد و تکامل حرکتی در طول عمر". ترجمة مهدی نمازیزاده و محمدعلی اصلانخانی، چاپ هفتم، تهران، انتشارات سمت، ص: 420-360.
4
5. گالاهو،دی. ازمون،جی. (1383). "درک رشد حرکتی در دوران کودکی، نوجوانی و بزرگسالی". ترجمۀ عباس بهرام و محسن شفیعزاده ،تهران، نشر بامداد کتاب، ص: 80-60.
5
6. لحمی ر. (1390). "تأثیر برنامۀ حرکتی اسپارک بر مهارتهای حرکتی پایه و رفتارهای قالبی کودکان 7 تا 13 سالۀ اُتیسم با عملکرد بالا". پایاننامۀ کارشناسیارشد رفتار حرکتی، دانشگاه شهید بهشتی، ص: 110-89.
6
7. محرمی نصرآبادی، اکبر. (1391). "تأثیر یک دوره برنامۀ حرکتی منتخب بر رشد مهارتهای حرکتی کودکان کمتوان ذهنی".پایاننامۀ کارشناسیارشد، دانشکدۀ تربیت بدنی و علوم ورزشی، دانشگاه تهران، ص: 100-70.
7
8. Curtin C, Anderson SE, Must A, Bandini L .(2010). "The prevalence of obesity in children with autism: a secondary data analysis using nationally representative data from the National Survey of Children's Health". Journal of BMC pediatrics, 10(1), PP:11-15
8
9. Jankowicz-Szymanska A, Mikolajczyk E, Wojtanowski W .(2012). "The effect of physical training on static balance in young people with intellectual disability". Res Dev Disabil.;33(2),PP:675-81
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10. Kravitz L .(2007). "The 25 most significant health benefits of physical activity & exercise". IDEA Fitness Journal, 4(9), PP: 54-63.
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11. MacDonald M, Esposito P Ulrich D. (2011). "The physical activity patterns of children with autism". BMC research notes, 4(1), PP: 422-425.
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12. Müller J, Christov F, Schreiber C, Hess J, Hager A. (2009). "Exercise capacity, quality of life, and daily activity in the long-term follow-up of patients with univentricular heart and total cavopulmonary". Eur Heart J, 30(23), PP: 2915-20.
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13 .Obrusnikova I, Cavalier AR .(2011). "Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders". Journal of Developmental and Physical Disabilities, 23(3), PP:195-211.
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14. Obrusnikova I, Miccinello DL. (2012). "Parent perceptions of factors influencing after-school physical activity of children with autism spectrum disorders". Adapted physical activity quarterly: APAQ, 29(1),PP:63-67
14
15. Pan CY .(2008). "Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan". Journal of autism and developmental disorders ,38(7), PP: 1292-301.
15
16. Pan CY, Tsai CL, Chu CH, Hsieh KW .(2011). "Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education". Research in Autism Spectrum Disorders, 5(2), PP: 733-41.94.
16
17. Pan CY, Tsai CL, Hsieh KW, Chu CH, Li YL, Huang ST .(2011). "Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan". Research in Autism Spectrum Disorders, 5(3):1042-52.
17
18. Pitetti K, Rimmer J, Fernhall B .(1993). "Physical fitness and adults with mental retardation. An overview of current research and future directions". Sports medicine (Auckland, NZ), 16(1), PP:23-25.
18
19. Pitetti KH, Rendoff AD, Grover T, Beets MW. (2007). "The efficacy of a 9-month treadmill walking program on the exercise capacity and weight reduction for adolescents with severe autism". Journal of autism and developmental disorders, 37(6),PP:997-1006.
19
20.Sandt DDR, Frey GC .(2005). "Comparison of physical activity levels between children with and without autistic spectrum disorders". Adapted Physical Activity Quarterly,22, PP: 146-159.
20
21. Westendorp M, Suzanne Houwen, Esther Hartman, Chris Visscher (2011). "Are gross motor skills and sports participation related in children with intellectual disabilities?" RES DEVELOP DISABIL , 32 (3), PP: 1147-1153.
21
22. Williams AM, Hodges NJ .(2005). "Practice, instruction and skill acquisition in soccer: challenging tradition". Journal of Sports Sci , 23(6), PP:637-50.
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23. Woodard R J. (2005). "Surburg Fundamental gross motor skill performance by girls and boys with learning disabilities" .Perceptual and Motor Skills, 84, PP: 867-70.
23
24. World Health Organization .(2010). "Global recommendations on physical activity for health". www.who.int/dietphysicalactivity/factsheet_recommendations/en,PP:1-18.
24
25. Xiong N, Ji C, Li Y, He Z, Bo H, Zhao Y. (2009). "The physical status of children with autism in China". Research in developmental disabilities, 30(1), PP: 70-76.
25
ORIGINAL_ARTICLE
The Effect of Juvenile Physical Plays on Shyness Improvement of Female Primary School Students
The present study examined the effect of juvenile physical plays on shyness of female primary school students. Participants were 33 female students aged between 9 and 11 who were randomly divided into experimental (n=18) and control (n=15) groups. The experimental group participated in selected juvenile physical plays for 8 weeks, 2 sessions per week while the participants of the control group did not take part in any physical plays. Shyness of the participants was measured before and after the intervention. Children's Shyness Questionnaire (CSQ) (Crozier, 1995) was used to measure shyness. t test was applied for data analysis. Results showed that juvenile physical plays significantly improved shyness of the experimental group (P˂0.001) while no changes were observed in the shyness score of the control group. The findings suggested that officials of education should use juvenile physical plays as a proper intervention to improve shyness of elementary schools students
https://jsmdl.ut.ac.ir/article_55250_e7454a1a544892b7578d5bd741a6afdd.pdf
2015-07-23
187
201
10.22059/jmlm.2015.55250
children
improvement
Play
primary school
Shyness
Maryam
Parvin
parvin_maryam@yahoo.com
1
M.Sc. of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Ahmadreza
Movahedi
armovahedi@yahoo.com
2
Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Salar
Faramarzi
salar_faramarzi@yahoo.com
3
Associate Professor, Department of Psychology and Training of Individuals with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
AUTHOR
1. اصلانخانی، محمدعلی. (1379). "تأثیر تربیت بدنی و ورزش در رشد مهارتهای اجتماعی دانشآموزان". مجلۀ زیور ورزش، 8، ص: 11-8.
1
2. بلوچی، ابوالفضل. (1379). " بررسی ارتباط میان عملکرد حرکتی، بهرۀ هوشی و رفتار سازشی در کودکان 9-7 سال عقبماندۀ ذهنی آموزشپذیر استثنایی شهرستان نیشابور". پایاننامۀ کارشناسیارشد، دانشکدۀ علوم انسانی، دانشگاه تربیت مدرس، ص: 42-38.
2
3. پورشکوری، فاطمه. موحدی، احمدرضا. عابدی، احمد. (1390). "تأثیر بازیهای کودکانۀ سنتی و مدرن بر رشد اجتماعی دانشآموزان دختر اول ابتدایی". رشد و یادگیری حرکتی، 3، ص: 169-147.
3
4. کارتلج، جی و میلبرن، جی اف (1375). "آموزش مهارتهای اجتماعی به کودکان". ترجمۀ محمدحسین نظرینژاد، چاپ سوم، مشهد، انتشارات آستان قدس رضوی، ص: 181-115.
4
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5
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6
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7
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8
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9
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10
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11
12. Butt, M., Moosa, S., Ajmal, M., & Rahman, F. (2011). "Effects of shyness on the self esteem of 9th grade famele students". International Journal of Business and Social Science, 2(12), PP: 150-156.
12
13. Chavira, D. A., Stein, M. B., & Malcarne, V. L. (2002). "Scrutinizing the relationship between shyness and social phobia". Journal of Anxiety Disorders, 16(6), PP: 585-598.
13
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15
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16
17. Farahini, N., Afrooz, G. A., Tabatabaei, S. K. R., & Esmaeili, M. T. (2011). "The role of shyness in anticipating creativity among the gifted". Journal of Social and Behavioral Sciences, 30, PP: 1476-1480.
17
18. Findlay, L. C., & Coplan, R. J. (2008). "Come out and play: Shyness in childhood and the benefits of organized sports participation". Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 40(3), PP: 153-163.
18
19. Gocmen, P. O. (2012). "Correlation Between Shyness and Self-esteem of Arts and Design Students". Journal of Social and Behavioral Sciences, 47, PP: 1558-1561.
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20. Goswick , S. R. & Jones, W. H. (1981). "The Selfs-other dicrepancy in social shyness". In R. Schwazer (Ed), The self in anxiety, stress and depression, PP: 93-107.
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21. Hardman, K. (1997). "Socialization into physical and sporting activity in international and cross – cultural perspective". Journal of comparative physical education and sport, 19(1), PP: 25-43.
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22. Heiser, N. A., Turner, S. M., & Beidel, D. C. (2003). "Shyness: Relationship to social phobia and other psychiatric disorders". Behaviour research and therapy, 41(2), PP: 209-221.
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23. Keller, F., & Persico, A. M. (2003). "The neurobiological context of autism". Journal of Molecular neurobiology, 28(1), PP: 1-22.
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24. Kerby, S. (1997). "Developing social skill". Journal elementary physical education, 8(5), PP:8-9.
24
25. Kouvava, S., Antonopoulou, K., Zioga, S., & Karali, C. (2011). "The influence of musical games and role-play activities upon primary school children's self-concept and peer relationships". Journal of Social and Behavioral Sciences, 29, PP: 1660-1667.
25
26. McClelland, M. M., & Morrison, F. J. (2003). "The emergence of learning-related social skills in preschool children". Journal of Early Childhood Research Quarterly, 18(2), PP: 206-224.
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28. Orlick, T. (1981). "Cooperative play socialization among preschool children". Journal of individual pscchology, 37(1), PP: 54-63.
28
29. Page, R. M., & Zarco, E. P. (2001). "Shyness, physical activity, and sports team participation among Philippine high school students". Journal of Child Study, 1(1), PP: 3-12
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30. Pellegrini, A., Huberty, P., & Jones, I. (1995). "The effects of recess timing on children’s classroom and playground behaviour". American Educational Research Journal, 32, PP: 845-864.
30
31. Schneider, B. H., Richard, J. F., Younger, A. J., & Freeman, P. (2000). "A longitudinal exploration of the continuity of children's social participation and social withdrawal across socioeconomic status levels and social settings". European Journal of Social Psychology, 30(4), PP: 497-519.
31
32. Schumacher Dimech, A., & Seiler, R. (2011). "Extra-curricular sport participation: A potential buffer against social anxiety symptoms in primary school children". Psychology of Sport and Exercise, 12(4), PP: 347-354.
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34. Slutzky, C. B., & Simpkins, S. D. (2009). "The link between childrens sport participation and self-esteem:Exploration the mediating role of sport self-concept". Journal of Psychology of Sport and Exercise, 10(3), PP: 381-389.
34
35. Smith, A. (2003). "Peer relationship in physical activity contexts: A road less traveled in youth sport and exercise psychology research". Journal of Psychological of sport and exercise, 4, PP: 25-39.
35
36. Tahmores, A. (2011). "Role of Play in Social Skills and Intelligence of Children". Journal of Social and Behavioral Sciences, 30, PP: 2272-2279.
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37. Trickett, E. J., & Moos, R. H. (1973). "Social environment of junior high and high school classrooms". Journal of Educational Psychology, 65(1), PP: 93-103.
37
38. Urdan, T., & Schoenfelder, E. (2006). "Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs". Journal of School Psychology, 44(5), PP: 331-349.
38
39. Wipfli B. (2008). "Serotonin and psychological variables in the relationship between exercise and mental health. (Arizona State University). ProQuest Dissertations and Theses, Retrieved from: http://search.proquest.com/docview/304687063?accountid=27639, PP:23-87.
39
40. Yuksel-Sahin, F. (2012). "Certain predictors of shyness among Turkish pre-service teachers". Journal of Social and Behavioral Sciences, 47, PP: 207-217.
40
41. Zaharopoulos, E., & Hodge, K. (1991). "Self-concept and sport participation". New Zealand Journal of Psychology, 20(1), PP: 12-16.
41
42. Zarnaghash, M., & Samani, S. (2010). "Study of the effect of family patterns Style on shyness in Iranian Students". Journal of Social and Behavioral Sciences, 5, PP: 2304-2308.
42
43. Zimbardo, P. G. (2000). "Shyness." Reading, MA, New York: Addison-Wesly publishing company, PP: 83-98.
43
44. Zimbardo, P. G., & Radl, S. L. (1999). "The shy child: A parent's guide to preventing and overcoming shyness from infancy to adulthood". Ishk Book Service. PP; 170-191.
44
ORIGINAL_ARTICLE
The Effect of Normative Feedback on Throwing Aiming Task Learning in 9-11-Year-Old Children
Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged between 9 and 11 in Ahvaz city. For this purpose, 90 right-handed children were selected with convenience method as the statistical sample and were divided into three groups (each group 30 subjects) of positive normative feedback, negative normative feedback and control based on their age, height, weight, hand length, arm length and pretest scores. Acquisition phase included 6 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative groups received normative feedback after each block in addition to real feedback. The transfer and retention tests were carried out immediately and after (delayed) the acquisition phase respectively. After checking the data normality and homogeneity of variances, data were analyzed with one-way ANOVA with repeated measures, one-way analysis of variance, and Bonferroni post hoc test (P≤0.05). There were significant differences in all three phases among the three groups and positive normative feedback group showed better performance (P=0.001). The findings showed that positive normative feedback had a facilitating effect on motor learning.
https://jsmdl.ut.ac.ir/article_55251_f91229de24acc4d684d7e5c88269caee.pdf
2015-07-23
203
216
10.22059/jmlm.2015.55251
aiming task
children
learning
normative feedback
throwing
Hamide
Jahanbakhsh
hamidejahanbakhsh@yahoo.com
1
MSc Student of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
LEAD_AUTHOR
Parvane
Shafienaya
pshafineya@yahoo.com
2
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
AUTHOR
Seyede Nahid
Shetab Booshehri
nahid.shetab@yahoo.com
3
. Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
AUTHOR
1. بادامی رخساره، واعظ موسوی محمدکاظم، نمازیزاده مهدی .(1391)." اثربازخوردبهکوششهایدقیقوغیردقیقبر یادگیری : مطالعۀتغییراتانگیختگی" . همایش ملی تربیت بدنی کاربردی و علوم ورزشی، ص: 96-94.
1
2. ریچارد، مگیل .(2001)." یادگیری حرکتی - مفاهیم و کاربردها." ترجمۀ سید محمدکاظم موسوی ، معصومه شجاعی .(1386). انتشارات بامداد کتاب، ص: 379-295.
2
3. Ávila, T. G., chiviacowsky,s; Wulf, G; Lethwaite, R. (2012). "Positive social-comprative feedback enhances motor learning in children". Journal of Psychology of exercise and sport, PP: 849-853.
3
4. Badami, R.; Vaezmousavi, M.; Namazizadeh, M.; Wulf, G.(2010)." Feedback after good versus poor trials: Differential effects on self-confidence and activation". Journal of Research Quarterly for Exercise and Sport, PP: 64-72.
4
5. Badami،R. Kohesta، ،S and Taghian ،F (2011)." Feedback on More Accurate Trials Enhances Learning of Sport Skills". World Applied Sciences Journal 13 (3), PP: 537-540.
5
6. Baumeiste, R.F.(1984). "Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance".Journal of Personality and Social Psychology, Washington, 46, PP: 610-620.
6
7. Deci, E. L., & Ryan, R. M. (1990). "A motivational approach to self: Integration in personality". Journal of Nebraska Symposium on Motivation, 38, PP: 237–288.
7
8. Deci, E. L., & Ryan, R. M. (2000)." The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior". Journal of Psychological Inquir, 11 , PP:227–268.
8
9. Hutchinson, J.C. Sherman, T. Martinovic, N.(2008)." The effect of manipulated self-efficacy on perceived and sustained effort". Journal of Applied sport psychology, 20, PP: 457-472.
9
10. Jourden, F. J., Bandura, A., &Banfield, J. T. (1991). "The impact of conceptions of ability on self-regulatory factors and motor skill acquisition". Journal of Sport & Exercise Psychology, 8, PP: 213–226.
10
11- Kavussanu, M., & Roberts, G. C. (1996). "Motivation inphysical activity contexts: The relationship of perceived motivational climate to intrinsic motivation and self efficacy". Journal of Sport & Exercise Psychology, 18, PP: 264–280.
11
12. Lewthwaite, R., &Wulf, g . (2010). "Social-comparative feedback affects motor skill learning". Quarterly Journal of Experimental Psychology, 63, PP: 738-749.
12
13. Saemi, E., Porter, J.M., Ghotbi-Varzaneh, A., Zarghami, M., &Maleki, F. 1 (2012). "Knowledge of results after relatively good trials enhances self-efficacy and motor learning". Journal of Psychology of Sport and Exercis, 13, PP:378-382.
13
14. Salmoni, A., Schmidt, R.A., & Walter, C.B. (1984)." Knowledge of results and motor learning: A review and critical reappraisl". Journal ofPsychological Bulletin , 95, PP: 355-386.
14
15. Schmader, T., Johns, M., & Forbes, C. (2008)." An integrated process model of stereotype threat effects on performance". Journal of Psychological Review, 115, PP: 336–356.
15
16. Schmith, J, (2004) ." Effects of video modeling on skill acquisition in learning the golf swing” A thesis submitted to the faculty of Brigham Young University". Journal of Psychological Review, 115, PP: 33–36.
16
17. Schmidt, R. A., & Lee, T. D. (2005)." Motor control andLearning."
17
(4th ed) champaign, IL, HUMAN Kinetic , PP: 295-320.
18
18- Schmidt, R. A., &Wrisberg, C. A. (2008). "Motor learning and performance" . (4th ed.), champaign , IL, HumanKinetics , PP: 139-163..
19
19. Schmidt, R. A., & Lee, T. D. (2011). "Motor control and learning: A behavioral emphasis". 5th edition, Champaign, IL, Human Kinetics, PP: 375-418.
20
20 .Stoate,I; WULF,G; & LEWTHWAITE،R . (2012). "Enhanced expectancies improve movement efficiency in runners". Journal of Sports Sciences, 2012, PP: 1–9, iFirst article.
21
21. Wulf, G.(2007)." Attention and motor skill learning". Champaign: Human Kinetics, PP: 21-34.
22
22. Wulf, G., Chiviacowsky, S., &Lewthwaite, R. (2010). "Normative feedback effects on learning a timing task".Journal of Research Quarterly for Exercise and Sport, 81, PP: 425-431.
23
23. Wulf, G.; Lewthwaite, R.(2010)." Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In: BRUYA, B. (Ed.). Effortless attention: a new perspective in attention and action". Juornal ofCambridge, MIT, .PP:75-101
24
ORIGINAL_ARTICLE
The Effect of Gymnastics Training on Neuropsychological Functioning of Children with Developmental Coordination Disorder
The aim of this study was to investigate the possible effects of gymnastics training on some neuropsychological functioning in male children with developmental coordination disorder aged between 8 and 10 in Tehran city. 34 children with developmental coordination disorder who aged between 8 and 10 and had referred to the clinics of occupational therapy and rehabilitation in Tehran in 2013 were selected using convenience and purposive sampling method and were randomly divided into experimental (n=19) and control (n=15) groups. For screening, Developmental Coordination Disorder Questionnaire and Raven's progressive matrices test were used. The dependent variables were assessed by Neuropsychological Conner Questionnaire. The experimental group received an 8-week (3 sessions per week, each session 45 min.) locomotor intervention of gymnastics protocol. Statistical analysis was performed using multivariate covariance analysis at P≥0.05 with SPSS16 software. The findings showed significant differences between control and experimental groups in all variables of executive functions (P≤0.001, F= 492.454a) and sensory – motor function (P≤0.001, F=285.693a). Accordingly, it can be concluded that gymnastics training can improve neuropsychological functioning in children with developmental coordination disorder.
https://jsmdl.ut.ac.ir/article_55252_97adb8a1e9f8f52d92236ec0a926a3cb.pdf
2015-07-23
217
238
10.22059/jmlm.2015.55252
Developmental Coordination Disorder
executive function
gymnastics
neuropsychological
sensory-motor function
Hojat
Amini
amini.a@ut.ac.ir
1
PhD Student of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Ali Akbar
Jaberi Mogadam
baranebahari363@yahoo.com
2
Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
اسماعیلزاده، مریم. صالحی، حمید. نمازیزاده، مهدی. (1390). "تأثیر حرکتهای منتخب ریتمیک بر تعادل ایستا و پویای کودکان دارای اختلال هماهنگی رشدی". مجلۀ دانشگاه علوم پزشکی شهرکرد، (50)، ص: 46.
1
سلمان، زهرا. شیخ، محمود. سیف نراقی، مریم. عرب عامری، الهه. آقاپور ،سیدمهدی. (1388). "تأثیر تمرینهای ادراکی- حرکتی بر بهبود قابلیتهای حرکتی دانشآموزان با اختلال هماهنگی رشدی دورۀ ابتدایی شهر تهران". رشد و یادگیری حرکتی- ورزشی، (2)،ص: 47-63.
2
ﺷﺮﻳﻔﻲ، حسینپاشا. (1376). "ﻧﻈﺮﻳﻪ و ﻛﺎرﺑﺮد آزﻣﻮﻧﻬﺎی ﻫﻮش و ﺷﺨﺼﻴﺖ" ﺗﻬﺮان. انتشارات ﺳﺨﻦ. دوره چاپ 7، ص: 235-455.
3
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40
ORIGINAL_ARTICLE
A Comparison of the Effect of Cognitive Specific and General Imagery on Skills Performance of 7-10-Year-Old Soccer Players
The aim of the present study was to examine the effect of different types of imagery on the skills performance of 7-10-year-old soccer players. 45 children (mean age 8.44±1.13 year) with similar imagery abilitywere selected and randomly assigned to three groups (each group 15 subjects). The training protocol was performed three sessions a week for 6 weeks. Data analysis indicated a significant difference between the groups in acquisition (P=0.001) and retention (P=0.002) phases. The results of Tukey post hoc test in the acquisition phase indicated no significant differences between cognitive specific imagery group and cognitive general imagery group (P=0.53) but there were significant differences between cognitive specific imagery group and traditional imagery group (P=0.006) and also between cognitive general imagery group and traditional imagery group (P=0.03). Also, in the retention phase, the results of Tukey post hoc test indicated significant differences between cognitive specific mental imagery group and traditional mental imagery group (P=0.002), between cognitive specific mental imagery group and cognitive general mental imagery group (P=0.037) and between cognitive general imagery group and traditional imagery group (P=0.001). With regard to the findings, the role of the cognitive specific imagery was in the center of attention more than before and soccer instructors and coaches are recommended to use this type of imagery.
https://jsmdl.ut.ac.ir/article_55253_6adaf875ef173e93e6836ea4f03fa2f8.pdf
2015-07-23
239
251
10.22059/jmlm.2015.55253
cognitive imagery
general imagery
mental imagery
soccer skills
specific imagery
Mehrzad
Kharestani
kharestani68@gmail.com
1
M.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
LEAD_AUTHOR
Mojtaba
Esmaeeli Abdar
esmaeeli_21@yahoo.com
2
M.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
AUTHOR
Ahmad
Ghotbi Varzaneh
a.ghotbi@scu.ac.ir
3
PhD Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Iran
AUTHOR
رستمی، ربابه. واعظ موسوی، سیدمحمد کاظم. بهرام، عباس. کاظمنژاد، انوشیروان.(1388). "تأثیر تصویرسازی شناختی و انگیزشی همراه با تمرین بدنی بر عملکرد و یادگیری پرتاب آزاد بسکتبال". نشریۀ علوم حرکتی و ورزش، دورۀ 7، شمارۀ 14، ص: 50-39.
1
سهرابی، مهدی. عطارزاده حسینی، سید رضا. نامنی، زهرا. (1391). "تأثیرتصویرسازیشناختیوانگیزشیبریادگیریمهارتهایپایۀبسکتبال". مطالعات روانشناسی ورزشی، شمارۀ 2، ص: 26-15.
2
سهرابی، مهدی. فتحی، مهدی. (1389). "کاربرد مهارتهای ذهنی در ورزش".تهران، انتشارات نور گیتی. ص:120.
3
Aleksander N. Veraksa & Aleksandra E. Gorovaya. (2012)."Differences between imagery usages by elite young athletes: Soccer and Diving". Journal of Social and Behavioral Sciences, 33, PP:338-342.
4
Bandura, A. (1977). "Social learning theory" . Englewood Cliffs: NJ: Prentice-Hall.PP:305-316.
5
Blair, A., Hall, C., & Leyshon, G. (1993). "Imagery effects on the performance of skilled and novice soccer players". Journal of Sports Sciences, 11(2), PP: 95-101.
6
Feltz, D. L., & Riessinger, C. A. (1990). "Effects of in vivo emotive imagery and performance feedback on self-efficacy and muscular endurance". Journal of Sport and Exercise Psychology, 12(2), PP:132-143.
7
Hall, C., Munroe-Chandler, K., Fishburne, G., & Hall, N. (2009). "The sport imagery questionnaire for children (SIQ-C)". Journal of Measurement in Physical Education and Exercise Science, 13(2), PP: 93-107.
8
Jeannerod, M. (2001). "Neural simulation of action: a unifying mechanism for motor cognition". Journal of Neuroimage, 14(1), PP:103-109.
9
Kennedy, K. M., Partridge, T., & Raz, N. (2008). "Age-related differences in acquisition of perceptual-motor skills: Working memory as a mediator". Journal of Aging, Neuropsychology and Cognition, 15(2), PP:165-183.
10
Li-Wei, Z., Qi-Wei, M., Orlick, T., & Zitzelsberger, L. (1992). "The effect of mental-imagery training on performance enhancement with 7-10-year-old children". Journal of Sport Psychologist, 6(3), PP: 230-241.
11
Martin, K. A., Moritz, S. E., & Hall, C. R. (1999). "Imagery use in sport: a literature review and applied model". Journal of Sport Psychologist, 13, PP:245-268.
12
Molina, M., Tijus, C., & Jouen, F. (2008). "The emergence of motor imagery in children". Journal of experimental child psychology, 99(3), PP:196-209.
13
Morris, T., Spittle, M., & Watt, A. P. (2005). "Imagery in sport": Human Kinetics.P:67.
14
Munroe-Chandler, K. J., Hall, C. R., Fishburne, G. J., Murphy, L., & Hall, N. D. (2012). "Effects of a cognitive specific imagery intervention on the soccer skill performance of young athletes: Age group comparisons". Journal of Psychology of Sport and Exercise, 13(3), PP:324-331.
15
Munroe-Chandler, K. J., Hall, C. R., Fishburne, G. J., & Shannon, V. (2005). "Using cognitive general imagery to improve soccer strategies". European Journal of Sport Science, 5(1),PP:41-49.
16
Munroe-Chandler, K. J., Hall, C. R., Fishburne, G. J., & Strachan, L. (2007)." Where, when, and why young athletes use imagery: An examination of developmental differences". Journal of Research quarterly for exercise and sport, 78(2), PP:103-116.
17
Orlick, T., & McCaffrey, N. (1991). "Mental training with children for sport and life". Journal of Sport Psychologist, 5, PP:322-334.
18
Pearson, D. G., Deeprose, C., Wallace-Hadrill, S. M., Heyes, S. B., & Holmes, E. A. (2013). "Assessing mental imagery in clinical psychology: a review of imagery measures and a guiding framework". Journal of Clinical psychology review, 33(1), PP:1-23.
19
Wakefield, C. J., & Smith, D. (2009). "Impact of differing frequencies of PETTLEP imagery on netball shooting performance". Journal of imagery research in sport and physical activity, 4(1).PP:1-12.
20
ORIGINAL_ARTICLE
Validity and Reliability of Persian Version of Coping Style (Approach and Avoidance) Inventory in Iranian Athletes
Stress is a natural phenomenon in sport competitions. An athlete may maintain good performance and achieve success when he can deal with stress. The present study aimed at examining the validity and reliability of Anshel and Kaissidis’s Coping Style Inventory for athletes. To this end, this questionnaire was translated into Persian in several stages and sent to 7 sports psychologists to examine its content validity based on the criteria of content validity index and ratio. These experts approved the content validity of the Persian version. Subsequently, the questionnaire was distributed among 425 athletes with different skill levels in both team and individual sports. The data were analyzed using confirmatory factor analysis. The results showed good fit of the data to the model (RMSEA=0.048, NFI=0.927, CFI=0.945, X2/df=1.67). The internal consistency of the subscales was examined using Cronbach’s alpha formula. The alpha coefficients were found to be 0.763 and 0.814 for the subscales of approach style and avoidance style, respectively, which indicated good reliability of the scale. It can be concluded that Coping Style Inventory for athletes was an appropriate instrument to study sports stress and coping strategies in Iranian samples.
https://jsmdl.ut.ac.ir/article_55254_aa436b2ef86b3ad6b9146d45274f346a.pdf
2015-07-23
253
268
10.22059/jmlm.2015.55254
construct validity
coping style
factor analysis
internal consistency
sports stress
Mohsen
Purmenati
mohsen.purmenati.work@gmail.com
1
M.Sc. of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Hassan
Gharayagh Zandi
ghzandi110@ut.ac.ir
2
Assistant Professor, Department of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
Elahe
Arab Ameri
eameri@ut.ac.ir
3
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
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1
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6
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7
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8
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