ORIGINAL_ARTICLE
The Effect of Time of Retention Test and Interference on Implicit Motor Memory Consolidation
The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color matching task (SCMT) (mean age=21.95+1.95 years) were randomly divided into three groups of interference with distances of 6, 24 and 72 hours after the practice session. In the acquisition phase, all groups practiced the ASRTT in 25 blocks of 80 trials in one day. Then, they participated in the second interference task (SCMT) 6, 24 and 72 hours after the practice session and participated in the retention test 24 hours later. In the acquisition phase, subjects’ performance improved with an increase in the practice trials and they had better performance in the 5th practice block (P<0.001). In retention test, there was no significant difference between mean reaction time in the 5th practice block and retention test of the first group (interference with the 6 hours distance). There was a significant difference between mean reaction time in the 5th practice block and retention test of the second group (interference with the 24 hours distance) and the third group (interference with 72 hours distance). The third group (interference of 72 hours distance) had the best performance while the first group (interference with the 6 hours distance) had the weakest performance. Therefore, the interference distances of 24 and 72 hours after the acquisition session led to memory consolidation.
https://jsmdl.ut.ac.ir/article_67142_22c0b29f5a6801646fbe84326802f275.pdf
2018-05-22
1
21
10.22059/jmlm.2018.43540.770
Consolidation
interference
reaction
sleep
unpracticed
Parvaneh
Shamsipour Dehkordi
pshamsipour@gmail.com
1
. Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Alzahra University, Tehran, Iran
LEAD_AUTHOR
Behrouz
Abdoli
babdoli@sbu.ac.ir
2
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Beheshti University, Tehran, Iran
AUTHOR
Mehdi
Namazizadeh
p_shamsipour@sbu.ac.ir
3
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Islamic Azad University, Khorasgan Branch, Isfahan, Iran
AUTHOR
Hassan
Ashayeri
p_shamsipour@yahoo.com
4
Professor, Department of Rehabilitation, Faculty of Rehabilitation, Iran Medical Sciences University, Tehran, Iran
AUTHOR
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38
ORIGINAL_ARTICLE
The Effect of a Period of Selected Physical Activity on Improving Gross Motor Skills in Children with Developmental Coordination Disorder (DCD)
Developmental coordination disorder (DCD) is a motor disorder which involves gross and fine motor skills and coordination. The aim of this study was to investigate the effect of a period of selected physical activity on improving gross motor skills in female children with developmental coordination disorder (DCD). In this semi-experimental study, the sample consisted of 30 students with DCD who were selected from 400 female children in second grade of elementary school in Shiraz city by a researcher-made questionnaire and the Movement Assessment Battery for Children (MABC). The subjects were divided randomly into control (n=15) and experimental (n=15) groups after the pretest using Ulrich test for gross motor skills version 2000 (TGMD2). The experimental group performed the selected motor program for 12 sessions (3 days a week, 45 minutes per day) while the control group had their normal daily activities. Then, a posttest was held for both groups. The analysis of variance 2´2 was used for data analysis (P≤0.05). The results showed that selected physical activity had a significant effect on improving gross motor skills in children with DCD (P=0.001). Therefore, it is suggested that selected physical activities should be available for teachers and should be performed in physical education courses at schools in order to improve gross motor skills and consequently improve developmental coordination disorder in children
https://jsmdl.ut.ac.ir/article_67143_060b153d84734d7a5d33491f9c5f4473.pdf
2018-05-22
23
36
10.22059/jmlm.2017.29136.
developmental disorder
gross skill
Spark program
Somayeh
Jokar Tang Karami
jokarsomayeh@yahoo.com
1
PhD Student of Motor Development, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
LEAD_AUTHOR
Mahmood
Sheikh
msheikh@ut.ac.ir
2
Associate Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
Fazlollah
Bagherzadeh
f.bagherzade@yahoo.com
3
. Associate Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
Norouzi K, Khalaji H, Sheikh M, h Akbari H. [The Effect of a Selected Motor Program on Manipulative Skills in 4-6-Year-Old Boys (In Persian)]. Journal of Development and Motor Learning. 2011;3(1):5-21
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19
ORIGINAL_ARTICLE
The Effect of Self-Talk and Feedback on Acquisition and Retention of Basketball Chest Pass
The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest design with a control group. Instructional self-talk and knowledge of performance feedback were used in this study. After the pretest, each group had 4 practice sessions in the acquisition phase; then, they had posttest and 72 hours later they had retention test. One-way ANOVA and Tukey post hoc test were used to analyze data. Results indicated those subjects who used ST achieved better acquisition and retention scores than the other groups (P<0.05). ST was more effective than KP in the acquisition of chest pass skill. ST and KP can lead to a better and faster development of learning in the early phases
https://jsmdl.ut.ac.ir/article_67144_4c727c366df1e6d3f35bf7c31109753b.pdf
2018-05-22
37
59
10.22059/jmlm.2018.103986.823
Chest pass
fine skill
instructional self-talk
knowledge of performance feedback
self-talk and feedback
Mina
Emami Arandi
emamimina@yahoo.com
1
M.sc in Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Ali Akbar
Jaberi Moghaddam
ajaberimoghaddam@yahoo.com
2
. Assistant Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
Ahmad
Farokhi
farokhiahmad@yahoo.com
3
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
AUTHOR
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66
ORIGINAL_ARTICLE
The Effect of Fast and Slow Music on Depth Perception of Female Young Athletes in Fatigue Condition
The aim of this study was to investigate the effect of music types on depth perception during fatigue. Statistical population consisted of female students of Faculty of Physical Education at University of Tehran. 45 subjects (mean age 23.3 ± 2.16 years) voluntarily participated in this study. Participants were divided into three groups: slow music, fast music and control. Initially, all subjects participated in the pretest of depth perception using depth perception apparatus. Then, they received a similar exercise until reaching the threshold of exhaustion. After reaching fatigue, their error of depth perception was reassessed. Then, participants were asked to listen to the music specific to each group for 3 minutes in order to assess the effect of music on their depth perception during fatigue. Their depth perception was immediately measured as the posttest. Analysis of variance with repeated measures and one-way analysis of variance were used to analyze the data. The results showed that fast music did not significantly change depth perception error (P=0.602), but slow music significantly reduced this error (P=0.006).
https://jsmdl.ut.ac.ir/article_67145_21a00db2b61f550c9d9d0ce7915aa146.pdf
2018-05-22
61
77
10.22059/jmlm.2018.109329.845
Depth perception
fast music
fatigue
psychological stimulant
slow music
Franak
Poorhosseini
faranakpoorhosseini@gmail.com
1
PhD Student of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, Shahid Beheshti University, Tehran, Iran
AUTHOR
Shahzad
Tahmasebi Boroujeni
shahzadtahmaseb@ut.ac.ir
2
2. Associate Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
LEAD_AUTHOR
Golchin M, Karimi M, Abedi HA. Physical effects of thalassemia on adolescents. Iranian Journal of Nursing and Midwifery Research. 2010;9(4).(in persian)
1
Sage GH. Motor learning and control: A neuropsychological approach: Brown; 1984.
2
Wood I. Stereopsis with 3. spatially‐degraded images. Ophthalmic and Physiological Optics. 1983;3(3):337-40.
3
Shahbazi M, Vazini A, Hadadi N. The Effect of Viewer-Induced Arousal on Depth Perception in Male and Female Athletes. Journal of development and motor learning. 2010;2(2):138-45. (in persian)
4
5. Haywood K. Life span motor development: Human Kinetics; 1986.
5
6. Lenoir M, Musch E, La Grange N. Ecological relevance of stereopsis in one-handed ball catching. Perceptual and motor skills. 1999;89(2):495-508.
6
7. Montebello RA. The role of stereoscopic vision in some aspects of baseball playing ability: Ohio State University; 1953.
7
8. Ridini LM. Relationships between psychological functions tests and selected sport skills of boys in junior high school. Research Quarterly American Association for Health, Physical Education and Recreation. 1968;39(3):674-83.
8
9. Ghotbi M, Farsi AR, B.Abdoli. Effect of warm and cold colors on athletes’ depth perception in ball and no ball games. Motor behavior. 2014;4(16):43-54. (in persian)
9
10. Stefanucci JK, Storbeck J. Don't look down: Emotional arousal elevates height perception. Journal of Experimental Psychology: General. 2009;138(1):131.
10
11. Ghotbi M. The Comparison of depth perception in healthy adolescents and patients with thalassemia major. The Scientific Journal of Iranian Blood Transfusion Organization. 2014;10(4):394-9. (in persian)
11
12. Tahmasebi Boroujeni SH, Momeni S. Decrease of Depth Perception Error Due to Change the Color of the Shuttle in Fatigue Conditions. Motor behavior. 2014;5(15):131-42. (in persian)
12
13. Lee MH. Rehabilitation, music, and human well-being: MMB Music 1989
13
14. Boutcher SH, Trenske M. The effects of sensory deprivation and music on perceived exertion and affect during exercise. Journal of sport and exercise psychology. 1990;12(2):167-76.
14
15. R N. effect of Sensory deprivation and music on perceived stress and mood during practice Unpublished MA thesis, Islamic Azad University, Tehran. 1995:12-34. (in persian)
15
16. Szabo A, Small A, Leigh M. The effects of slow-and fast-rhythm classical music on progressive cycling to voluntary physical exhaustion. Journal of sports medicine and physical fitness. 1999;39(3):220.
16
17. Copeland BL, Franks BD. Effects of types and intensities of background music on treadmill endurance. The Journal of sports medicine and physical fitness. 1991;31(1):100-3.
17
18. Torabi F, Ranjbar K, Soori Z. The Survey of the Effect of Music on Performance of Physical Fitness Factors in Adolescent Boys. Journal of Motor Learning and Movement. 2013;5(1):39-53. (in persian)
18
19. Boone, T., Linderman, J.K., Astorino, T., Baker, J., Dalleck, L., Drury, D., Engals, D.H., Goulet, E., Gotshall, R. Cardiovascular Responses to Music Tempo during Steady-state Exercise. Journal of Exercise Physiology Online. 2009;12(1(
19
20. Schie NA, Stewart A, Becker P, Rogers GG. Effect of music on submaximal cycling. South African Journal of Sports Medicine. 2008;20(1):28-31.
20
21. Karageorghis CI, Terry PC. The psychophysical effects of music in sport and exercise: A review. Journal of Sport Behavior. 1997;20(1):54.
21
22. Pujol TJ, Langenfeld ME. Influence of music on Wingate Anaerobic Test performance. Perceptual and motor skills. 1999;88(1):292-6.
22
23. Tiev M, Manire SA, Robert JR, Barbara W. Effect of music and dialogue on perception of exertion, enjoyment, and metabolic responses during exercise. International Journal of Fitness. 2010;6(2).
23
24. Koç H, CURTSEİT T. The effects of music on athletic performance. Association Between Graded Excercise Test Indicators of Cardiovascular Diseas Risks and Peripheral Vascular Stifness. 2009;22:43.
24
25. Crust L. Effects of familiar and unfamiliar asynchronous music on treadmill walking endurance. Perceptual and motor skills. 2004;99(1):361-8.
25
26. Crust L, Clough PJ. The influence of rhythm and personality in the endurance response to motivational asynchronous music. Journal of Sports Sciences. 2006;24(2):187-95.
26
27. Flint M. The Effects of Music on Physical Productivity: The Ohio State University; 2010.
27
28. Lane AM, Davis PA, Devonport TJ. Effects of music interventions on emotional states and running performance. Journal of sports science & medicine. 2011;10(2):400.
28
29. Meis JK. Modification of perceived enjoyment, exertion and performance change: Masters thesis, The Florida State University; 2003.
29
30. Robergs RA, Roberts S. Fundamental principles of exercise physiology: for fitness, performance, and health: McGraw-Hill College; 2000.
30
31. Bigland-Ritchie B, Jones D, Hosking G, Edwards R. Central and peripheral fatigue in sustained maximum voluntary contractions of human quadriceps muscle. Clinical Science. 1978;54(6):609-14.
31
32. Tong CY, Ng VS. Change of Depth Perception Performance in the Professional Athletes with Refractive Correction. 2008.
32
33. Shephard RJ. Chronic fatigue syndrome. Sports Medicine. 2001;31(3):167-94.
33
34. Karageorghis CI, Mouzourides DA, Priest D-L, Sasso TA, Morrish DJ, Walley CL. Psychophysical and ergogenic effects of synchronous music during treadmill walking. Journal of sport and exercise psychology. 2009;31(1):18-36.
34
ORIGINAL_ARTICLE
The Facilitating Effect of Self-Controlled Practice on Learning Multiple Motor Skills
To create more efficient learning environments, the learner’s role and his/her influence on the learning process should be considered. The aim of this study was to determine the way self-controlled practice affected performance and learning of motor patterns. 60 female undergraduate students (mean age = 20.73 yr., SD = 2.98) were randomly assigned to four groups that ordered self-controlled practice or three yoked-to-self-controlled. In the acquisition phase, the self-controlled group was told they could choose whichever of three motor patterns they wanted before they practiced each trial. Each self-controlled participant’s practice schedule was served as the predetermined practice schedule for each corresponding participant in the yoked control groups. The yoked control participants practiced the tasks with high, low, or no (classic yoked-control) variability. The results showed that the self-controlled group performed the tasks faster than the other yoked control groups in both the acquisition phase and the retention tests. The findings suggest that if the learners are allowed to choose the sequence of practice in multiple motor skills, this would have facilitating effects on their performance and motor learning.
https://jsmdl.ut.ac.ir/article_67146_69f966363dbfcfd8a31a3a8b9f23804b.pdf
2018-05-22
79
89
10.22059/jmlm.2018.142166.1039
Contextual interference
motor learning
practice variability
Self-Regulation
yoked controls
Hamid
Salehi
dr.salehi@gmail.com
1
Associate Professor, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Somayeh
Shahdousti
s.shahdoosti@spr.ui.ac.ir
2
MA, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Mehdi
Rafaei Boroujeni
m.rafeie@spr.ui.ac.ir
3
Assistant Professor, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
Maryam
Nezakatalhosaini
m.nezakat@spr.ui.ac.ir
4
Assistant Professor, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
AUTHOR
1. Andrieux, M., Boutin, A., & Thon, B. (2015). "Self-control of task difficulty during early practice promotes motor skill learning". Journal of Motor Behavior, 48(1), pp. 57-65.
1
2. Brady, F. (2004). "Contextual interference: A meta-analytic study". Perceptual & Motor Skills, 99(1), pp. 116-126.
2
3. Chiviacowsky, S. (2014). "Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning". Psychology of Sport and Exercise, 15(5), pp. 505-510.
3
4. Deci, E. L., & Ryan, R. M. (2008). "Self-determination theory: A macrotheory of human motivation, development, and health". Canadian Psychology/Psychologie canadienne, 49(3), pp. 182-185.
4
5. Guadagnoli, M. A., & Lee, T. D. (2004). "Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning". Journal of Motor Behavior, 36(2), pp. 212-224.
5
6. Janelle, C. M., Kim, J., & Singer, R. N. (1995). "Subject-controlled performance feedback and learning of a closed motor skill". Perceptual & Motor Skills, 81(2), pp. 627-634.
6
7. Keetch, K. M., & Lee, T. D. (2007). "The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty". Research Quarterly for Exercise and Sport, 78(5), pp. 476-486.
7
8. Leotti, L. A., & Delgado, M. R. (2011). "The inherent reward of choice". Psychological Science, 22(10), pp. 1310–1318.
8
9. Leotti, L. A., & Delgado, M. R. (2014). "The value of exercising control over monetary gains and losses". Psychological Science, 25(2), pp. 596-604.
9
10. Magill, R. A., & Anderson, D. (2013). "Motor learning and control: Concepts and applications" (10 ed.): McGraw-Hill New York.
10
11. Magill, R. A., & Hall, K. G. (1990). "A review of the contextual interference effect in motor skill acquisition". Human Movement Science, 9(3), pp. 241-289.
11
12. Nezakatalhosseini, M., Movahedi, A., & Salehi, H. (1390). "The role of self –control feedback in learning through observation". Journal of Development & Motor Learning, 3(1), pp. 81-101 (In Persian).
12
13. Rahavi, R., Aslankhani, M., Abdoli, B., & Vahabzade, A. (1388). "The effects of scheduled practices (self-regulated and non-self-regulated) on learning of simple and complex tracking tasks". Journal of Development and Motor Learning, 1(2), pp. 65-86 (In Persian).
13
14. Shea, J. B., & Morgan, R. L. (1979). "Contextual interference effects on the acquisition, retention, and transfer of a motor skill". Journal of Experimental Psychology: Human Learning and Memory, 5(2), pp. 179-187.
14
15. Titzer, R., Shea, J. B., & Romack, J. (1993). "The effect of learner control on the acquisition and retention of a motor task". Journal of Sport and Exercise Psychology, 15, pp. S84.
15
16. Wrisberg, C. A., & Pein, R. L. (2002). "Note on learners' control of the frequency of model presentation during skill acquisition". Perceptual & Motor Skills, 94(3), pp. 792-794.
16
17. Wu, W. F. W., & Magill, R. A. (2011). "Allowing learners to choose: Self-controlled practice schedules for learning multiple movement patterns". Research Quarterly for Exercise and Sport, 82(3), pp. 449-457.
17
18. Wulf, G., Raupach, M., & Pfeiffer, F. (2005). "Self-controlled observational practice enhances learning". Research Quarterly for Exercise and Sport, 76(1), pp. 107-111.
18
19. Zimmerman, B. J. (2000). "Attaining self-requlation: A social cognitive perspective. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
19
ORIGINAL_ARTICLE
Psychometric Properties of Persian Version of the Flow in Computer Games Questionnaire
The aim of this study was to determine validity and reliability of the Persian version of the Flow in Computer Games Questionnaire so that the flow performance in computer gamers can be evaluated. 400 gamers (237 males; 163 females) were selected by random cluster sampling method and completed the Persian version of the Flow in Computer Games Questionnaire. In the first step, translation accuracy of the Persian version was confirmed through back translation method. Then, confirmatory factor analysis based on structural equations model was used to determine construct validity while Cronbach alpha coefficient was applied to determine internal consistency. Intra-class correlation in test-retest method was administered for temporal reliability of the items. The results indicated acceptable fit indices (CFI=0.92, TLI=0.75, RMSEA=0.062), internal consistency (ɑ=0.75) and temporal reliability (ICC=0.85) for the Persian version of the Flow in Computer Game Questionnaire. The results supported the multifactor structure and 23 items of the Flow in Computer Games Questionnaire. Therefore, the Persian version of the Flow in Computer Game Questionnaire has an acceptable validity and reliability among computer gamers and it can be used as a valid and reliable tool to evaluate the flow performance of these gamers in Iran.
https://jsmdl.ut.ac.ir/article_67147_ed2dc5cc3db927b28712a31d660be152.pdf
2018-05-22
91
106
10.22059/jmlm.2018.140358.1029
Clear feedback
concentration
endogenous experience
immersion
paradox of control
Valiollah
Kashani
vahid.kashani64@gmail.com
1
Associate Professor, Department of Sport Sciences (Motor Behavior), Semnan University, Semnan, Iran
LEAD_AUTHOR
Mahshid
Babaei
mahshidb@rocketmail.com
2
MSc Student of Motor Behavior, Semnan University, Semnan, Iran
AUTHOR
Behrouz
Gol Mohammadi
gol_b_2005@yahoo.com
3
Associate Professor, Department of Sport Sciences (Motor Behavior), Semnan University, Semnan, Iran
AUTHOR
1. Hartmann T, Klimmt C. Gender and computer games: Exploring females’ dislikes. Journal of Computer‐Mediated Communication. 2006;11(4):910-31.
1
ویژگی های روان سنجی نسخۀ فارسی پرسشنامۀ اجرای روان در بازی های رایانه ای 715
2
2. Williams D, Yee N, Caplan SE. Who plays, how much, and why? Debunking the stereotypical gamer profile. Journal of Computer‐Mediated Communication. 2008;13(4):993-1018.
3
3. Cowley B, Charles D, Black M, Hickey R. Toward an understanding of flow in video games. Computers in Entertainment (CIE). 2008;6(2):20.
4
4. Zagal JP, Chan SS, Zhang J. Measuring Flow Experience of Computer Game Players. InAMCIS 2010 (p. 137).
5
5. Fang X, Zhang J, Chan SS. Development of an instrument for studying flow in computer game play. International journal of human-computer interaction. 2013;29(7):456-70.
6
6. Nah FF-H, Eschenbrenner B, Zeng Q, Telaprolu VR, Sepehr S. Flow in gaming: literature synthesis and framework development. International Journal of Information Systems and Management. 2014;1(1-2):83-124.
7
7. Csikszentmihalyi M. Toward a psychology of optimal experience. Flow and the foundations of positive psychology: Springer; 2014. p. 209-26.
8
8. Csikszentmihalyi M, Csikzentmihaly M. Flow: The psychology of optimal experience: HarperPerennial New York; 1991.
9
9. Csikszentmihalyi M. Finding flow: The psychology of engagement with everyday life: Basic Books; 1997.
10
10.Csikszentmihalyi M. a: 1975. Beyond Boredom and Anxiety. San Francisco: Jossey-Bass. 1980;2(3):1.
11
11. Engeser S, Rheinberg F. Flow, performance and moderators of challenge-skill balance. Motivation and Emotion. 2008;32(3):158-72.
12
12. Jackson SA, Roberts GC. Positive performance states of athletes: Toward a conceptual understanding of peak performance. The Sport Psychologist. 1992;6(2):156-71.
13
13.Jackson SA. Athletes in flow: A qualitative investigation of flow states in elite figure skaters. Journal of applied sport psychology. 1992;4(2):161-80.
14
14.Nicholls AR, Polman RC, Holt NL. The effects of an individualized imagery interventions on flow states and golf performance. Athletic insight. 2005;7(1).
15
15. Gatley D, Duda J. Psychological antecedents of the frequency and intensity of flow in golfer. International Journal of Sport Psychology. 1997;28:309-22.
16
16.Sugiyama T, Inomata K. Qualitative examination of flow experience among top Japanese athletes. Perceptual and motor skills. 2005;100(3_suppl):969-82.
17
17.Chavez EJ. Flow in sport: A study of college athletes. Imagination, cognition and personality. 2008;28(1):69-91.
18
18.Jackson SA. Factors influencing the occurrence of flow state in elite athletes. Journal of applied sport psychology. 1995;7(2):138-66.
19
19.Zeidabadi R, Rezaie F, Motashareie E. Psychometric properties and normalization of persian version of ottawa mental skills assessment tools (OMSAT-3). Sport Psychology Review. 2014;3(7):63-82.
20
711 رشد و یادگیری حرکتی _ ورزشی، دورة 71 ، شمارة 7، بهار 7931
21
20.Kashani, V., Shiri, H., Manaseri, H. Psychometric Properties and Normalization of Persian Version of Mental Toughness Scale (MTS). Research on Educational Sport, 2014; 3(7): 83-98.
22
21. Brown T A. Confirmatory factor analysis for applied research. 2thed. New York: Guilford Press; 2006. P .66-71.
23
22. Enders CK, Mansolf M. Assessing the fit of structural equation models with multiply imputed data. Psychological methods. 2018;23(1):76.
24
23. Kashani VF, A. Kazemnejad, A, Shaikh, M. Validity and reliability of the Persian version of sport mental toughness questionnaire. Motor Behaviure. 2015;20(7):15-26.
25
24. Terry PC, Lane AM, Fogarty GJ. Construct validity of the Profile of Mood States—Adolescents for use with adults. Psychology of sport and exercise. 2003;4(2):125-39.
26
25. Hashim HA, Zulkifli EZ, Yusof HA. Factorial validation of Malaysian adapted Brunel Mood Scale in an adolescent sample. Asian journal of sports medicine. 2010;1(4):185.
27
26. Kline RB, Santor DA. Principles & practice of structural equation modelling. Canadian Psychology. 1999;40(4):381.
28
27. Schutz R, Gessaroli M. Use, misuse, and disuse of psychometrics in sport psychology research. Handbook of research on sport psychology. 1993:901-17.
29
28. Hu Lt, Bentler PM. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal. 1999;6(1):1-55.
30
ORIGINAL_ARTICLE
The Effect of Massage until Completion of Fetal Period on Reflexes of Preterm Neonates
Reflexes are body automatic and involuntary responses to a variety of stimuli such as pressure, sound and tactile stimulation which are used as means to determine the level of neurological maturation and to diagnose central nervous system disorders. The aim of this study was to investigate the effect of mothers’ tactile kinetic stimulations on reflex state of preterm neonates. For this purpose, 40 infants and mothers were purposively selected from infants hospitalized in neonatal ward of Amiralmomenin hospital in Semnan city during one to two months and were randomly divided into experimental and control groups. Then, mothers of experimental group conducted tactile kinetic stimulations on their infants until the completion of fetal period (40 weeks of gestation) 3 times a day, 20 minutes each time whereas the control group received only the usual care. Neonatal Behavioral Assessment Scale was used to evaluate reflex state of neonates before and after the intervention. The results of mixed ANOVA showed that although reflexes of premature neonates in the experimental group improved more than the control group, this increase was not significant (P≥0.05). However, given these results, it can be said that tactile kinetic stimulations can be a solution to improve the reflex state of preterm neonates and more time frame is probably required to reveal the beneficial effects of intervention.
https://jsmdl.ut.ac.ir/article_67148_1648a1cf4dfb111ef080114231540382.pdf
2018-05-22
107
119
10.22059/jmlm.2017.233635.1244
Massage
preterm neonate
reflex
Mansoureh
Mokaberian
mokaberian@shahroodut.ac.ir
1
Assistant Professor, Faculty of Physical Education and Sport Sciences, Shahrood University of Technology, Shahrood, Iran
LEAD_AUTHOR
Shamsollah
Nooripour
sh.noripour@yahoo.com
2
Assistant Professor, Faculty of Medicine, Semnan University of Medical Sciences, Semnan, Iran
AUTHOR
1. Akhvasat A, Riahie A,(2010). Stay primary reflexes and movement and learning problems caused by in children. Journal of Exceptional Education. 92: 3-11(Persian).
1
2. Aliabadi F, Amini M, Alizade M, Kalani M, Ghorbani M. (2011). Prediction of infant motor performance through performance evaluation of behavior. Journal of Modern Rehabilitation.5(3):54.
2
3. Arzani A, Mohammad Khan Kermanshahi S, ZahedPasha Y.(2005). Role of discharge planning for mothers on growth and developmental indicators in LBW newborns. JBUMS. 7 (4):58-63.
3
4. Askary kachoosangy R, Aliabai F, Taghizadeh G.(2012). The effect of tactile-kinethic stimulation on reflex state of low birth weight neonates hospitalized in NICU. J Urmia Nurs Midwifery Fac. 10 (5):687-92 (Persian).
4
770 رشد و یادگیری حرکتی _ ورزشی، دورة 71 ، شمارة 7، بهار 7931
5
5. Basiri M, Karbandi S, Mohammadzadeh A, Esmaili H. (2006). The effect of touch on weight gain of preterm infants. The Horizon of Medical Sciences.11(4):30-5.
6
6. Brazelton B, Nugent, K.(2011). Neonatal Behavioral Assessment Scale, 4th Edition. London: Mac Keith Press.
7
7. Cheatum BA, Hammond AA. (2000). Physical activities for improving children's learning and behavior: A guide to sensory motor development. Human Kinetics.
8
8. Dieter JN, Field T, Hernandez-Reif M, Emory EK, Redzepi M. (2003). Stable preterm infants gain more weight and sleep less after five days of massage therapy. Journal of pediatric psychology. 1;28(6):403-11.
9
9. Dubois J, Dehaene-Lambertz G ,Kulikova S, Poupon C, Hüppi PS, Hertz-Pannier L.(2014). The early development of brain white matter: a review of imaging studies in fetuses, newborns and infants. Neuroscience.276:48-71.
10
10. Field T,(2004). Hernandez-Reif M, Freedman J. Stimulation programs for preterm infants: Society for Research in Child Development. 18, 1-19.
11
11. Gallahue D, Ozmun J .(2006).Understanding motor development: infants, children, adolescents, adults. New York: McGraw-Hill.
12
12. Heineman KR, Hadders-Algra M.(2008). Evaluation of neuromotor function in infancy–a systematic review of available methods. Journal of Developmental & Behavioral Pediatrics.29(4):315-23.
13
13. Keshavars M, Eskandari N, Jahdi F, Ashaieri H, Hoseini F, Kalani M.( 2010). The effect of holly Quran recitation on physiological responses of premature infant. Koomesh,11(3):169-77.
14
14. Keshavarz M, Dieter J.(2009). Effect of Tactile-Kinesthetic Stimulation in weight gaining of pre-term infants hospitalized in intensive care unit. Tehran University of Medical Sciences.67(5):347-352.
15
15. Kolb B, Gibb R, Gorny G.(2000). Cortical plasticity and the development of behavior after early frontal cortical injury. Developmental neuropsychology.18(3):423-44.
16
16. Kolb B, Gibb R, Robinson TE.(2003). Brain plasticity and behavior. Current Directions in Psychological Science.12(1):1-5.
17
17. Kumar J, Upadhyay A, Dwivedi AK, Gothwal S, Jaiswal V, Aggarwal S. (2013). Effect of oil massage on growth in preterm neonates less than 1800 g: a randomized control trial. The Indian Journal of Pediatrics.80(6):465-9.
18
18. Mathai S, Fernandez A, Mondkar J, Kanbur W.(2001). Effects of tactile-kinesthetic stimulation in preterms-A contolled trial. Indian pediatrics.38(10):1091-8.
19
19. Mokaberian M, Kashani V, Sheikh M, Nooripour S.(2016). Effects of one period of tactile kinetic stimulations of preterm neonates on state anxiety of their mothers. Koomesh.17 (4):821-8.
20
20. Partovi S, Kianifar H R, Gholami Robatsangi M, Ghorbani Z, Saeidi R. (2009). Evaluation of massage with oil containing medium chain triglyceride on weight gaining in preterm. koomesh. 11 (1) :1-6(Persian).
21
21. Shojaee M, Daneshfar A(2012). Motor development. 1st ed. Tehran: EmamHosein Univ Pb.
22
تأثیر ماساژ تا تکمیل دورة جنینی بر بازتاب های نوزادان زودرس 773
23
22. Sunarti TS W, Soedjatmiko, Firmansyah A, Suradi R.(2010). Effect of massage on behavior of full term newborns. pediatre Indones.50 (4):187-9.
24
ORIGINAL_ARTICLE
The Effect of Attention Focus in Errorless and Errorful Practice Conditions on Performance and Learning of Dart Throwing Skill
The aim of this study was to investigate the interactional effect of instruction type of attention focus and two methods of learning (errorless and errorful) on performance and learning of dart throwing skill. It is likely that instruction type of attention focus has a different effect on performance when functional difficulty of task changes. 60 female students were randomly assigned to six groups: internal-errorless, external-errorless, control-errorless, internal-errorful, external-errorful and control-errorful. Errorless groups began their practice with low distance from the target and gradually increased the distance. This was opposite in errorful groups. Internal attention groups focused their attention on elbow and wrist of their throwing hand. External attention groups focused their attention on dart board. After pretest, subjects performed 5 blocks (60 trials each block) and participated in retention test after 48 hours. Factor analysis of variance was used to analyze the data. The results showed no significant differences between internal and external focus in the errorless groups (P>0.05), there was a significant difference among the groups in errorful learning condition (P=0.043). There was a significant difference between errorless and errorful conditions in internal focus groups (in favor of errorless group) (P=0.012). It seems that the challenging role of practice condition is very important in the effectiveness of instruction type of attention focus. It is recommend that errorless learning should be used when using internal attention focus instruction at the beginning of practice.
https://jsmdl.ut.ac.ir/article_67149_31b9c86591c9efdd274b00f2573b123b.pdf
2018-05-22
121
138
10.22059/jmlm.2018.229760.1228
Dart throwing skill
errorful learning
errorless learning
external attention focus
internal attention focus
Hesam
Ramezanzade
hesam_ramezanzade@yahoo.com
1
Assistant Professor, Department of Sport Sciences, Faculty of Humanities, Damghan University, Damghan, Iran
LEAD_AUTHOR
Marziyeh
Doraneh Kord
marziyeh.doranekord@gamil.com
2
MSc of Motor Behavior, Islamic Azad University, Shooshtar Branch, Shooshtar, Iran
AUTHOR
Lohse K R, Wulf G & Lewthwaite R. Attentional focus affects movement efficiency. In N. Hodges, & Williams, M. A (Ed.), Skill acquisition in sport: research, theory & practice (2 edition ed., pp. 40-58.Skill acquisition in sport: research, theory & practice): Routledge. 2012.
1
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2
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ORIGINAL_ARTICLE
The Effect of Neurofeedback Training on Sport Performance Enhancement and Conscious Motor Processing in Skilled Dart Players
The employment of neurofeedback is growing rapidly in sport performance enhancement. The aim of this study was to investigate the effect of neurofeedback training on motor performance and conscious motor processing of skilled dart players. The subjects were 20 male skilled dart players. The research was conducted in five phases: pretest, neurofeedback training, posttest 1, under pressure test and posttest 2. Neurofeedback training consisted of prevention training of the alpha frequency band (8 to 12 Hz) in F4. To analyze data, descriptive statistics and mixed ANOVA were used. Results indicated that the amounts of conscious motor processing for neurofeedback training group decreased in posttest 1 (P=0.001) and under pressure test (P=0.001) but this reduction was not observed in the control group (P=0.83). The dart throwing points for neurofeedback training group and control group in the posttest 1 increased compared with the pertest (P=0.001), but only neurofeedback group (P=0.001) was able to preserve this increase in the under pressure test. The findings indicated an effect among neurofeedback training, conscious motor processing and sport performance. In other words, the neurofeedback training leads to the desired motor performance and creates automatic sense in the athlete by reducing the conscious motor processing.
https://jsmdl.ut.ac.ir/article_67150_fa5ecbd6c60fd018e1aa990d031ed596.pdf
2018-05-22
139
157
10.22059/jmlm.2018.238453.1279
Conscious processing
dart throwing
neurofeedback
quiet mind
under pressure
Ebrahim
Norouzi
ebrahim.norouzi68@gmail.com
1
Ph.D Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, Urmia University, Urmia, Iran
LEAD_AUTHOR
Fatemeh
Hosseini
fhosseini2002@yahoo.com
2
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport sciences, Urmia University, Urmia, Iran
AUTHOR
Mohammad Kazem
Vaez Mousavi
vaez_mohammad@yahoo.com.au
3
Professor, Department of Physical Education, Faculty of Social and Cultural Sciences, Imam Hossein University, Tehran, Iran
AUTHOR
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