University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
The Effect of Social-Comparative Feedback on Acquisition and Consolidation of a Perceptual-Motor Skill
379
395
FA
Ali
Azhari
PhD, Department of Motor Behavior, Alborz Campus, University of Tehran, Tehran, Iran
a.azhari@ut.ac.ir
Rasoul
Hemayat Talab
0000-0002-6323-2592
Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
rhemayat@ut.ac.ir
Mahmoud
Skeikh
0000-0002-5730-0165
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
msheikh@ut.ac.ir
Elahe
Arab Ameri
0000-0001-5948-7288
Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
eameri@ut.ac.ir
10.22059/jmlm.2017.219163.1171
The aim of this study was to determine the effect of social-comparative feedback on acquisition and consolidation of a perceptual-motor skill in high school male students. In this study, 36 high school students as the sample were randomly assigned to three groups (each group 12 subjects): positive, negative and veridical social-comparative feedback. Pretest scores were recorded. Acquisition phase lasted five days and each subjects daily performed 10 blocks of 3 trials of badminton long serve. After each block, they received the feedback of their mean scores in the form of positive (higher than the actual score), negative (lower than the actual score) and veridical (the actual score) given the group to which they belonged. After 72 hours of detraining, consolidation test was performed under the same conditions as the pretest. After determining the data normality and homogeneity of variances, ANOVA with repeated measures, one-way ANOVA and Tukey post hoc test were used to analyze data at the significance level of P≤0.05. The results showed that training improved the performance of groups in the acquisition phase. But there was no significant difference in the performance of the groups. The consolidation of positive feedback group was significantly better than the other groups. These findings suggest that positive social-comparative feedback affects the consolidation of a perceptual-motor skill such as targeted badminton long serve skill.
Acquisition,Badminton Serve,Consolidation,motivational feedback,perceptual-motor skill,social-comparative feedback
https://jsmdl.ut.ac.ir/article_75759.html
https://jsmdl.ut.ac.ir/article_75759_8d000b67885ceaaee4e38e9145129005.pdf
University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
The Relationship between Sport Perfectionism and Mental Skills in Taekwondo Athletes
397
412
FA
Hassan
Gharayagh Zandi
0000-0003-4244-1763
PhD Student of Clinical Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
ghzandi110@ut.ac.ir
Mahmoud
Mohebi
0000-0003-3094-147X
Assistant Professor of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
mohebi.mahmoud@ut.ac.ir
Sahar
Zarei
0000-0003-3150-9777
PhD Student of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
sa.zarei.atu@gmail.com
10.22059/jmlm.2018.257396.1372
Taekwondo athletes experience a lot of pressure during the competition, because they must attack and defend at the same time, In addition, before the competition, the stress of the taekwondo athletes increases and lose weight quickly, In this context, the maintenance of desirable psychological states and success in Taekwondo requires a set of specific psychological factors, such as positive perfectionism and psychological skills. Therefore the aim of this research was to survey the relationship between Sport perfectionism and mental skills in Taekwondo Athletes. Present study research method was descriptive – correlational, Statistic population was included all of from Iranian Taekwondo athletes participated in country championship competition. Samples were 110 males with average age of (23/60 ± 5/84) selected based on random sampling, and completed the Scales of perfectionism and mental skills. The data was analyzed by Pearson correlation and multiple regression (inward method) tests. The results of Pearson correlation revealed that positive perfectionism was positively associated with mental skills of foundation, psychosomatic and cognition, and Negative perfectionism had the negative correlation with these mental skills (p < 0/01). Regression analysis showed that positive and negative perfectionism dimensions predict 40 percent of total mental skills variance (p < 0/05). According to the findings, it seems that dimensions of perfectionism have an important role in selecting mental skills and the level of skills which every Taekwondo Athletes uses is correlated with these dimensions.
cognitive skills,Taekwondo Athletes,Fundamental Skills,negative perfectionism,Psychosocial Skills
https://jsmdl.ut.ac.ir/article_75761.html
https://jsmdl.ut.ac.ir/article_75761_68ba2bac4f960730590415e4aa74b95a.pdf
University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
The Effect of Sensory-Motor Integration Training With Help of Interested Parent on Balance in Autism Children
413
428
FA
Raziyeh
Shakarami
MSc. of Motor Behavior, Faculty of Humanities, University of Semnan, Semnan, Iran
razieh70shakarami@gmail.com
Ahmad
Nikravan
Assistant Professor, Department of Motor Behavior, Faculty of Humanities, University of Semnan, Semnan, Iran
ahmad_namnik@ut.ac.ir
Fatemeh
Rezaee
0000-0002-8395-5974
Assistant Professor, Department of Motor Behavior, Faculty of Humanities, University of Semnan, Semnan, Iran
f_rezaee@semnan.ac.ir
10.22059/jmlm.2020.263130.1399
The Effect of Sensory-Motor Integration Training With Help of Interested Parent on Balance in Autism Children <br />Abstract<br />The pervasive development disorders is one of the most common cases is autism. This disorders include a group of psychological disorders in which social interaction skills and communication skills have been destroyed. With consider to high costs of treatment for autism, the use of alternative therapies suitable for autistic patients, especially children, and improving their quality of life is one of great importance. The aim of the present research is to determine the impact of course of sensory-motor integration training with help of interested parent to improve balance improvement of children suffering from autism. For this purpose, 24 autism children aged 6-10 years selected to this study and participated to sensory-motor training for 10 weeks. Participants asked to 2 stages of pre-test and post-test for balance skill. They were evaluated based on Laklak and Tandem Gait test. In order to analyze the effects of the research protocol, the analysis of variance with repeated measure and the scheffe post-hoc test was used at the significant level of P≤0.05. The results showed that sensory - motor integrity training significantly improved the static and dynamic balance skill and parent-centered approach have had higher benefits in improving dynamic balance with positive effects through manipulation of psychological features such as sense of belonging and solidarity, motivation and higher assurance.
autism,balance,Sensory-Motor Integrity,Interested Parent,Training
https://jsmdl.ut.ac.ir/article_74926.html
https://jsmdl.ut.ac.ir/article_74926_e807debeb5e92437504728899f2d1693.pdf
University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
Effectiveness of Psychological Skills Training on Quantitative and Qualitative Performance of Swimmers
429
442
FA
Moslem
Mohammadi Tahsil
MSc of Sport Psychology, Faculty of Sport Psychology, Islamic Azad University of Karaj, Karaj, Iran
m.mohammdi58@chmail.ir
Afsaneh
Sanatkaran
Associate Professor, Faculty of Sport Psychology, Islamic Azad University of Karaj, Karaj, Iran
a.sanatkaran@yahoo.com
Mahiodin
Bahari
Assistant professor at Azad Karaj University, physical education department. Azad Karaj University, Alborz, Iran
bahari_mohialdin@yahoo.com
10.22059/jmlm.2020.269382.1416
Psychological skill is one of the most important factors that influence athlete’s performance so the aim of this study was to examine effectiveness of Psychological skills training on Quantitative and qualitative performance of adolescence. The statistical population included adolescence swimmers of karaj swimming clubs in karaj city. 30 adolescence swimmers were selected among karaj swimming clubs using available sampling method, and were randomly assigned into the experimental and control groups. A semi experimental with pre-test and post-test assessments was used. Beside physical training, experimental group received 22 sessions Psychological skills through 3 sessions weekly that every sessions took one hour but control group didn’t received any intervention, all the participants assessed by Stopwatch and Checklist for 50-m front crawl techniques (free-running) in two steps of pre-test and post-test. Data were analyzed by combinatory variance analysis model. Findings revealed that the Psychological skills training significantly improved Quantitative performance in the experimental group (P
swimming,Qualitative Performance,Quantitative Performance,Psychological Skills,Adolescence
https://jsmdl.ut.ac.ir/article_74710.html
https://jsmdl.ut.ac.ir/article_74710_38a952355f3ff818d43fe6e3ceb56b70.pdf
University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
The Effect of External Focus of Attention Instruction and Autonomy Support on Learning of an Aiming Task in Mentally Retarded Children
443
457
FA
Seyed Mohammadreza
Mousavi
0000-0003-4985-1706
. MSc, Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
seyedmrezam@gmail.com
Nahid
Shetab Boushehri
Associate Professor of Motor Behavior, Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
n_shetabboushehri@scu.ac.ir
Rasool
Abedanzadeh
0000-0002-3629-8465
Assistant Professor of Motor Behavior, Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
r.abedanzadeh@scu.ac.ir
10.22059/jmlm.2020.294972.1479
The aim of this study was to investigate the effect of external focus of attention instruction and autonomy support on learning of an aiming task in mentally retarded children. Therefore, 48 children (age range: 10-14 years, mean age 11.81<span style="text-decoration: underline;">+</span>1.2 years) were selected from all mentally retarded children of Ahvaz city by convenient sampling method. Participants performed 10 trials as a pretest and according to their scores of the pretest, they were assigned to four groups: external attention, autonomy support, external attention-autonomy support and control. The task consisted of throwing 100-gram beanbags into a goal that was mounted at a distance of 2 meters from the participants on the wall. Participants performed 40 trials including 5 blocks, 8 trials each block in the acquisition phase. 10 minutes after the last acquisition block, the participants performed 10 trials as the posttest. 48 hours after the acquisition phase, retention test (10 trials) was performed to examine the learning effects of the participants under the same conditions as the pretest. The data were analyzed by mix ANOVA 2×2×5 in the acquisition phase and two-way ANOVA 2×2 in the retention phase with SPSS22 at significance level of P≤0.05. The results showed that all four groups had a significant improvement in their performance during the practice blocks. The external attention+autonomy support group gained the best scores in the acquisition phase (P≤0.05). The external attention+ autonomy support group presented the greatest performance in the retention test (P≤0.05). Therefore, it is suggested that a combination of autonomy support and external attention should be used to improve the performance and learning of aiming in mentally retarded children.
aiming task,Autonomy Support,external attention,Mentally retarded children,retention
https://jsmdl.ut.ac.ir/article_75760.html
https://jsmdl.ut.ac.ir/article_75760_12a1244141951414dc47efecd4765ed4.pdf
University of Tehran
Journal of Sports and Motor Development and Learning
2008-9333
2676-4547
11
4
2020
02
20
Choking under Pressure: The Effect of skill Level and Type of Pressure on Performance of Soccer Dribbling Skill.
459
475
FA
Abolfazl
Esmaili
MSc, Motor Behavior Department, Sport Sciences Faculty, University of Isfahan, Isfahan, Iran
a.esmaili6949@yahoo.com
Shila
Safavi
Assistant Professor, Motor Behavior Department, Sport Sciences Faculty, University of Isfahan, Isfahan, Iran
shilasafavi@yahoo.com
Ahmadreza
Movahedi
0000-0002-2313-4752
Professor, Motor Behavior Department, Sport Sciences Faculty, University of Isfahan, Isfahan, Iran
armovahedi@yahoo.com
10.22059/jmlm.2020.276646.1437
The purpose of this study was to determine the effect of skill level on the performance of dribbling skills in soccer choking under pressure conditions. For this purpose, 20 skilled players of the university football team and twenty beginner students in football (with age range 18-25) participated in the study. The Egilly soccer dribble skill test was performed in two stages: without pressure condition and combined pressure condition. In the present study, the combination of two types of pressure, competition between participants and camcorders were used to create pressure condition. In order to ensure that the pressure conditions were applied, the level of competitive anxiety was measured using the second version of the competitive state anxiety and the heart rate of the participants. To analyze the data, repeated measures analysis of variance was used for comparing the mean scores and independent t-test was used to compare the mean scores of two groups without pressure condition. The results showed that the performance of the skilled group, decrease under pressure conditions and the performance of the beginner group improved under pressure conditions. It is possible that the pressure conditions in the beginner group would increase the effort to perform better and thus improve performance. It can also be said that the motivational role of pressure conditions has improved performance in beginners. In skilled persons, they are also likely to engage in skill-centered mechanisms that give less skill to the source of attention which is empirically evident in verifying the explicit review theory.
Choking,Performance,Dribble football,skill level,Pressure
https://jsmdl.ut.ac.ir/article_75951.html
https://jsmdl.ut.ac.ir/article_75951_6e3eccf3dd30fce486d51b2ea6e848a6.pdf