Niloofar Jafari Gandomani; Rasool Abedanzadeh; Esmaeel Saemi
Abstract
The aim of this study was to investigate the effect of active video games on the learning of dart throwing skill in children with autism spectrum disorder. In this semi-experimental study, 30 children with autism spectrum disorder (level 1) in Ahvaz city were purposively selected and randomly assigned ...
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The aim of this study was to investigate the effect of active video games on the learning of dart throwing skill in children with autism spectrum disorder. In this semi-experimental study, 30 children with autism spectrum disorder (level 1) in Ahvaz city were purposively selected and randomly assigned to three equal groups (real practice, virtual practice, and control). Firstly, the dart throwing pretest was performed with 10 real trials. Then, the practice groups practiced for 4 sessions during 2 weeks and 30 trials (3 blocks of 10 trials) per session in the acquisition stage. After the last acquisition session, the posttest was performed by 10 trials and retention test was performed after 24 hours. Finally, the transfer test was performed with the counterbalance manner in both environments for all three groups 30 minutes after the retention test. Data were analyzed by mix analysis of variance and post hoc tests at P≤0.05 using SPSS22 software. The results showed a significant difference between the two practice groups in the acquisition stage (P≤0.01) and the virtual group had better performance than the real group. Also, the results indicated that real and virtual groups had better performance than the control group in the retention and transfer tests, and the virtual group had better progress than the real group in the mean scores of dart throwing. In general, the results showed that active video games improved performance and learning of dart throwing in children with autism spectrum disorder.
Parvin Ghodrat; Ehsan Zareian; Mohammad Reza Ghasemian Moghadam
Abstract
Considering the effect that aerobic exercise can have on cognitive function and memory, the challenge that remains in research is how to schedule timing of these exercises in relation to the acquisition sessions. This study is looking at the question of how aerobic exercise before, during and after acquisition ...
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Considering the effect that aerobic exercise can have on cognitive function and memory, the challenge that remains in research is how to schedule timing of these exercises in relation to the acquisition sessions. This study is looking at the question of how aerobic exercise before, during and after acquisition affects the process of consolidating verbal memory. In a semi-experimental design, 48 non-athlete girls aged 20 to 30 years in four groups with different timing (Pre-training, during-training and post-training and control) performed a combination of Ray auditory verbal learning task and 15 minutes of moderate-intensity physical activity. Then, all groups participated in the retention test of memory task one and 24 hours later. The results showed that there was no significant difference between the groups in the trend of changes in the acquisition stage. In addition, the groups performed the same in retention tests. The only difference was observed in the rate of performance decline in the first retention test relative to the end-of-acquisition session, according to which, the control and pre-training groups had a significant decline in performance. Accordingly, it seems that physical exercise during and after acquisition session can have short-term positive effects on verbal memory, although more research is needed to conclude about the effects of timing.Key Words: Aerobic Exercise, Memory Consolidation, Training Timing, Auditory verbal learning, Acquisition
Maryam Parvin; Ahmadreza Movahedi; Salar Faramarzi
Abstract
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 ...
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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
Hesam Iranmanesh; Elahe Arab Ameri; Ahmad Farrokhi; Hamideh Iranmanesh
Abstract
The aim of this study was to compare the effects of three types of balancetraining: single task, dual task under fixed priority instructional set (Fp) and dualtask under a variable priority instructional set (Vp) on the balance of the elderly.The participants were 36 elderly over 65 years old from Kerman ...
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The aim of this study was to compare the effects of three types of balancetraining: single task, dual task under fixed priority instructional set (Fp) and dualtask under a variable priority instructional set (Vp) on the balance of the elderly.The participants were 36 elderly over 65 years old from Kerman province whowere randomly divided into three groups (each 12 subjects) based on Burg pretestscores. The groups included single task, dual task under fixed priority and dualtask under variable priority. Experimental groups received 45 minutes of trainingsession, 3 sessions a week for 4 weeks. For data analysis, ANCOVA andBonferroni post hoc test were used at (P≤0.05). The results showed that asignificant difference between single task and dual task under fixed priority groupsand also between single task and dual task under variable priority (P=0.008 andP=0.000 respectively). There was no significant difference between dual task underfixed priority and variable priority groups (P=0.149). In addition, the results inTug test under dual task condition showed a significant difference between singletask and dual task under fixed priority groups and also between single task anddual task under variable priority groups and also between dual task under fixedand variable priority groups (P=0.035, P=0.033, P=0.000 respectively). Theresults showed that single and dual task balance training improved balanceperformance in the elderly but those who had training under dual taskoutperformed under single and dual task conditions.
Sanaz Khosravinejad; Morteza Taheri; Abbas Sadeghi
Abstract
Neonatal growth indices are one of the important issues in the assessmentand care of pregnancy which have significant effects on the life after birth.Therefore, it is important to recognize their related factors. The aim of thisstudy was to investigate the relationship between pregnant women's lifestyleand ...
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Neonatal growth indices are one of the important issues in the assessmentand care of pregnancy which have significant effects on the life after birth.Therefore, it is important to recognize their related factors. The aim of thisstudy was to investigate the relationship between pregnant women's lifestyleand physical growth indices in newborns. This descriptive-comparativestudy was conducted on 412 pregnant women (mean age 28.1±5.6 years)who referred to Mahdieh Hospital in Tehran by a cross-sectional and fieldmethod. Subjects were selected by convenience sampling method. Data werecollected and recorded by Lifestyle Questionnaire (LSQ) and informationabout the growth indices of newborns from their medical records in TehranMahdieh Hospital. Then, growth indices were compared with NCHSstandard norm (P≤0.05). Independent and one-sample t tests and Pearsoncorrelation were used to analyze the data. According to the results, thequality of lifestyle in pregnant women was reported to be moderate. Also, acomparison of weight and height indices showed a significant difference inthe time intervals after birth in comparison with the NCHS norm (P≤0.05)which indicated that this norm was lower than the global norm in Iranianinfants. On the other hand, no significant difference was observed in thehead circumference (P=0.18). Considering the findings of this study onlifestyle and moderate physical activity in pregnant women, mothers arerecommended to have more physical activity and to improve their nutritionalquality so that they can promote their lifestyle and thereby improve thegrowth indices of newborns.
Hasan Sepehri Bonab; Fatemeh Sadat Hosseini; Malek Ahmadi
Abstract
Children with developmental coordination disorder (DCD) sometimes have difficulties in performing and learning motor skills. The aim of the present study was to investigate procedural motor acquisition and learning in DCD children. 12 children with developmental coordination disorder and 12 normal ...
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Children with developmental coordination disorder (DCD) sometimes have difficulties in performing and learning motor skills. The aim of the present study was to investigate procedural motor acquisition and learning in DCD children. 12 children with developmental coordination disorder and 12 normal children with matched IQ and chronological age were selected from 8-12-year-old male students of Tabriz city by purposive sampling method. A modified version of rotary pursuit task and variables of total time on target (TOT), consecutive time on target (CTT), distance from the target (DT), distance from the path (DP) and relative phase were used to assess procedural motor learning. After training in the acquisition phase, subjects participated in the immediate 10-minute retention test and the consolidation test after 24 hours of rest. Analysis of data by analysis of variance with repeated measures showed no significant differences between the two groups in TOT, DP, and relative phase in the acquisition phase, but there were significant differences in CTT and DT. There were significant differences in TOT, CTT, and DT in the retention phase, but there was no significant differences in DP and relative phase. Generally, the results suggested that despite the low performance of their procedural motor learning, DCD children were able to acquire motor coordination patterns.
Amir Hossein Mehrsafar; Mohammad Khabiri; Ali Moghadamzadeh
Abstract
The Competitive State Anxiety Inventory (CSAI-2) is the most widely used instrument to measure competitive anxiety in the literature. The aim of this study was to examine the factorial validity and reliability of Persian version of Competitive State Anxiety Inventory-2 regarding intensity, direction, ...
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The Competitive State Anxiety Inventory (CSAI-2) is the most widely used instrument to measure competitive anxiety in the literature. The aim of this study was to examine the factorial validity and reliability of Persian version of Competitive State Anxiety Inventory-2 regarding intensity, direction, and frequency dimensions. The original form included 27 questions and 3 subscales including somatic anxiety, cognitive anxiety, and self-confidence. 356 questionnaires were completed by 16-34-year-old athletes who took part in different sport fields. Five competing models were used to estimate construct validity of the inventory. Confirmatory factor analysis was conducted to contrast the proposed models. The inventory reliability was calculated using the internal consistency method. To examine temporal reliability, intraclass correlation coefficient was applied using test–retest method. The results showed that the Persian version of the inventory supported the 16-item 3-factor model in intensity, direction, and frequency dimensions; thus, validity and reliability of the inventory were confirmed. In conclusion, Persian version of Competitive State Anxiety Inventory-2 with 16 items is recommended to measure athletes' state competitive anxiety.
Maryam Davoodi; Rasoul Yaali; Farhad Ghadiri; Aabas Bahram
Abstract
Finding the best teaching method is an issue that has attracted the attention of many researchers, researchers in behavioral sciences and sports today.. In order to discuss this, the aim of this study was to investigate the effect of TGFU, combination, and SE on individual and team creativity in comparison ...
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Finding the best teaching method is an issue that has attracted the attention of many researchers, researchers in behavioral sciences and sports today.. In order to discuss this, the aim of this study was to investigate the effect of TGFU, combination, and SE on individual and team creativity in comparison with the traditional method in futsal games. The statistical population of this study was all children aged 9-12 years in Ahvaz (M age= 10.74 and SD= 1.42). The interventions were designed for futsal skills, so four groups of Participants (20 people in each group) practiced SE, TGFU, combination and linear methods. The test of team and individual creativity was performed using film analysis. Exercises were presented for two months in 16 sessions, one and a half hours each. The results showed that for individual creativity in the post-test, differences between groups were not significant for inappropriate actions but significant for appropriate actions. Also for creative and original actions as well as team creativity TGFU, combination, SE and linear groups had the most progress, respectively. In all variables, the difference between TGFU and linear (p <0.05) and combination and linear (p <0.05) was significant. The results of this study showed the effectiveness of the TFGU and combined methods compared to the linear method, which can be used in schools and kindergartens..
Alihossein Naseri; Abbas Bahram; Hamid Salehi; Afkham Daneshvar
Abstract
The aim of this study was to determine the effects of errorless practice on learning an aiming skill in mentally retarded adolescents. 40 mentally retarded adolescents were assigned to four practice groups based on intelligence quotient and working memory capacity. The task was to throw basketball mini ...
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The aim of this study was to determine the effects of errorless practice on learning an aiming skill in mentally retarded adolescents. 40 mentally retarded adolescents were assigned to four practice groups based on intelligence quotient and working memory capacity. The task was to throw basketball mini balls into a target with concentric circles. The practice of groups was different from each other. The subjects performed 200 practice attempts in 5 practice blocks in the acquisition stage. Single task and dual task tests were implemented immediately, with 24-hour latency and one-week latency. The secondary task involved counting even numbers forward. The results showed that the groups with the least error and the least involvement in work memory during the practice outperformed other groups in acquisition stage, the single task test and dual task test. The findings of this study were consistent with the Adam's closed loop theory, the reinvestment theory, and the estimates of the challenge point framework regarding errors in the acquisition stage, but they were contradictory with the estimates of the schema theory. These findings also provided evidence to support the claim of the challenge point framework and the reinvestment theory about special individuals (mentally retarded).
Davood Homanian; Ayoub Asadi; Mehdi Takhtaei; Zahra Jahanbani; Mojtaba Rahmani
Abstract
Numerous studies have examined the effects of focus of attention and quiet eye on motor performance, however the effects of these two variables in different load of task are ambiguous. Therefore, the purpose of the present study was to investigate the effect of the internal and external focus of attention ...
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Numerous studies have examined the effects of focus of attention and quiet eye on motor performance, however the effects of these two variables in different load of task are ambiguous. Therefore, the purpose of the present study was to investigate the effect of the internal and external focus of attention instructions on quiet eye and accuracy of dart-throwing in two intensity of the secondary task. participants were 20 novice persons in dart-throwing that selected by convenience sampling; and in four dual-task conditions of internal attention-without tone estimation, external attention-without tone estimation, internal attention-with tone estimation, and external attention-with tone estimation performed dart throwing in counterbalance form that at the same time their gaze data recorded by binoculars eye tracking system. The result of accuracy showed that participants in external rather than internal attention condition and low- intensity rather than high-intensity condition had less radial error. The result of quiet eye showed that only the main effect of the secondary task was significant that participants in high-intensity of the secondary task rather low had more quiet eye duration. These results highlight the importance of external focus of attention in low and high secondary task load conditions for dart-throwing performance and direct the future research to explore more deeply the role of the quiet eye and attentional focus effects in dart-throwing performance.
Nafiseh Afshari; Shahzad Tahmasebi Boroujeni; Naser Naghdi; Rasool Hemayat Talab
Abstract
Increased level of stress has negative effects on cognitive functions. Thus, it is necessary to identify appropriate strategies to prevent cognitive and motor performance decline. The aim of this research was to study the effect of immobilization stress on learning and memory and the protective role ...
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Increased level of stress has negative effects on cognitive functions. Thus, it is necessary to identify appropriate strategies to prevent cognitive and motor performance decline. The aim of this research was to study the effect of immobilization stress on learning and memory and the protective role of physical activity in them. From male Albino-Wistar rats of Pastor Institute, 32 rats were randomly divided into four groups. According to the type of the groups, rats were exposed to stress interventions including immobilization (two hours per day for 21 days), moderate running (30 minutes per day for 21 days), combination of stress interventions and running and also without any interventions. In order to determine the effectiveness of stress, animal weights were measured in two phases: before the protocol and after the tests. Morris Water Maze in several steps (four days for the acquisition phase, the fifth day for Probe test, three days for resting and the ninth day for recall test) was used for learning and testing of rats. ANOVA test with repeated measures and paired sample t test in acquisition phase and Tukey post hoc test were used to analyze data. The results revealed that stress damaged learning and memory (P=0.03). However, physical activity neutralized performance damage caused by stress (P=0.000). Physical activity group showed a significant positive effect on the time to reach the platform in the acquisition phase (P=0.005) and on cognitive function in recall phase (P=0.006) which was a sign of positive effect of physical activity on learning and memory. Therefore according to the present results which show that stress impairs learning and memory, it is expected that physical activity will be used as an effective factor to moderate stress.
Gholam Hossein Nazemzadegan; Roghayeh Eider
Abstract
The aim of this study was to determine the effects of external attention (EA) and internal attention (IA) with & without motivational music training on dynamic balance task. The method was quasi-experimental and the sample involved 60 athletic maile who were volunteers to participate in this study. ...
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The aim of this study was to determine the effects of external attention (EA) and internal attention (IA) with & without motivational music training on dynamic balance task. The method was quasi-experimental and the sample involved 60 athletic maile who were volunteers to participate in this study. After pre-test, Subjects were divided into 5 groups of 12 members randomly. Groups were: IA with music, EA with music, IA without music, EA without music and Control. This research conduct with 3 phase. First, Pre-test. In 2nd, Subjects were doing exercise protocol in 3 consecutive days in phase for groups with music in addition attentional strategies, motivational music play by CD. 3nd was post –test in According to of research design, if music had could significant effect on performance after variable using, then in 4th phase, data can be Analyzed. ANOVA test do not show significant difference among groups. In other words, (EA) and (IA), strategies with / without music cannot affect on balance ability. The significance level in this research was α= 0.05.
Hamid Salehi; Mahboubeh Mehrvarz; Mehdi Rafaei
Abstract
The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group ...
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The aim of this study was to determine if the reduction of errors during practice facilitates implicit motor learning processes in children. 30 children (meanage =11.33±1.32 yr) threw beanbags with a near-to-far or a far-to-near order, while their vision was occluded. The near-to-far group began the acquisition phase at a distance of 2 m from the target. Then, they practiced the task at a distance of 3 m, 4 m and finally 5 m from the target. Far-to-near group began the practice phase at the distance of 5 m and then moved to 4 m, 3 m and 2 m respectively. Delayed single-task and dual-task tests were administered at a distance of 3.50 m from the target. During the acquisition phase, the ratio of errors made by the near-to-far (errorless) group was found to be significantly less than the far-to-near (errorful) group. No significant intergroup difference was found in the single-task test. The results also revealed that the errorless group performed the task with less errors than the errorful group in the dual-task condition. It was generally concluded that less errors during practicing a motor skill can facilitate the use of implicit motor learning processes in children.
Mohadeseh Mohammadi; Ahmadreza Movahedi; Hamid Salehi; Shila Safavi Homami
Abstract
Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total ...
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Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total of twenty one AWMR educable students (aged between 8 and 13) were assigned to either a difficult or easy goals group. Participants exercised the task for nine sessions across acquisition phase. Both groups performed a pretest before the acquisition sessions. Acquisition tests were taken during acquisition phase, and immediate and delayed retention tests were also taken after 2 and 10 days of no practice respectively. We performed statistical analyses with a repeated measures analysis of variance (ANOVA), and an independent t test. Results showed that easy goal setting group significantly improved their performance in acquisition and retention phases (P<0.05) while difficult goal setting group showed no improvement in their performance. These findings suggest that setting easy goals instead of difficult goals improves the performance of basketball free throws in children with mental retardation
Farnaz Torabi; Zahra Mortazaeedarsara
Abstract
AbstractConcentration is an important rool in shooting, Some consider the ability to concentrate to be a natural and inherent talent of athletes, while these abilities are not innate and are skills that athletes can acquire through practice and learning.The use of direct brain electrical stimulation ...
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AbstractConcentration is an important rool in shooting, Some consider the ability to concentrate to be a natural and inherent talent of athletes, while these abilities are not innate and are skills that athletes can acquire through practice and learning.The use of direct brain electrical stimulation is one of the ways to increase the concentration. This study focused on effect of Transcranial direct current stimulation (tDCS) on the concentration and record of 16 to 26 year old pistol shooters in Isfahan was investigated, 30 subjects (consisted of women and gentlemen were present. 15 of them were in experimental group and 15 subjects were selected for control group. Before the beginning of the study, subjects of both groups were subjected to a pretest including a stroop test and a complete shot form 60 arrows with a scatt machine. Then the experimental group went under the influence of tDCS from the T3 and CZ regions for 20 minutes with voltage of 1 mA per day and it continued for 10 sessions. All subjects were subjected to post-test, which was the same as the pre-test after the end of work and 7 days later. Data were analyzed by SPSS . The results showed that Transcranial direct current stimulation had a significant effect on the concentration and the record of the pistol shooters. The results of both descriptive statistics and inferential statistics (P <0.05) indicated that tDCS had a significant effect on concentration and record of pistol shooters and it improved by using tDCS.
Moslem Mohammadi Tahsil; Afsaneh Sanatkaran; Mahiodin Bahari
Abstract
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 ...
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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
Jamal Fazel; Sahar Avazpour; Hamed Alizadeh
Abstract
Perfectionism, in fact, is an irrational belief individuals have about themselves and their surroundings. Perfectionists believe that they and their surroundings must be complete and any attempt in life must be without error. The aim of the present study was to determine the relationship of positive ...
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Perfectionism, in fact, is an irrational belief individuals have about themselves and their surroundings. Perfectionists believe that they and their surroundings must be complete and any attempt in life must be without error. The aim of the present study was to determine the relationship of positive and negative perfectionism with competitive state anxiety. 100 soccer players completed Positive and Negative Perfectionism Scale and Competitive State Anxiety Inventory. For data analysis, Pearson correlation coefficient was used to determine the relationship of the two variables of positive and negative perfectionism with competitive state anxiety and multivariate regression was applied to predict competitive state anxiety by positive and negative perfectionism (P=0. 05). The results showed a negative and significant relationship between positive perfectionism and competitive state anxiety and its somatic and cognitive subscales while there was no negative and significant relationship between positive perfectionism and 'self-confidence' competitive state anxiety subscale. In contrast, other findings showed a positive and significant relationship only between negative perfectionism and 'self-confidence' competitive state anxiety subscale while no significant relationship was observed between negative perfectionism and competitive state anxiety and its other subscales. The final results of regression showed that positive and negative perfectionism could predict subscales of competitive state anxiety in non-professional soccer players.
Ali Farsi; Hadis Kavianpoor
Abstract
The purpose of present study was to determine the effect of different levels of balance task difficulty and visual feedback on balance in elderly women. Fourteen healthy elderly women (mean age 57/65 yr) were selected voluntarily. Participants were asked to stand still on a stability platform under each ...
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The purpose of present study was to determine the effect of different levels of balance task difficulty and visual feedback on balance in elderly women. Fourteen healthy elderly women (mean age 57/65 yr) were selected voluntarily. Participants were asked to stand still on a stability platform under each of two conditions (with visual feedback and without visual feedback) in three levels of difficulty (6, 8, 10). Stability index scores (Overall, Anterior- Posterior and Medial- Lateral) were calculated by Biodex Balance System. Duration of each test was 20 seconds and rest times were 20 seconds. Results showed that with increasing task difficulty, score of Medial- Lateral balance (p= 0/02) increased significantly. In addition, There was a significant reduction in the scores of Overall balance (p= 0/001), anterior - posterior balance (p= 0/01) and medial - lateral balance (p= 0/01) in visual feedback condition compared with without feedback condition. Overall, the results of this study showed that increasing task difficulty increases postural sway and availability of visual feedback can improve balance and reduce the postural sway.
Mohammad Aghayinejad; Maryam Chorami; Ahmad Ghaznfari; Tayebeh Sharifi
Abstract
Behavioral and emotional problems are one of the most common psychological problems in childhood and adolescence. Evidence suggests that behavioral problems are more prevalent among intellectual disability children than normal children. Therefore, the present study aimed to determine the effectiveness ...
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Behavioral and emotional problems are one of the most common psychological problems in childhood and adolescence. Evidence suggests that behavioral problems are more prevalent among intellectual disability children than normal children. Therefore, the present study aimed to determine the effectiveness of a parent-centered intervention based on localized play therapy on behavioral problems of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population consisted of 128 educable intellectual disability children who were educated in special centers in Lordegan in 1397. Thirty people were selected randomly and assigned to two groups of 15 (experimental and control). Rutter Behavioral Problems Questionnaire was administered to two groups as pre-test. Then, the experimental group's parents received a 12-session localized game therapy intervention and the parents of the control group did not receive the intervention. At the end of the intervention period and 3 months later, Rutter's Behavioral Problems Test was again administered to the two groups as posttest and follow up, respectively. Data were analyzed using ANOVA with repeated measures. Results showed that there was a statistically significant difference between the performance of the two experimental and control groups in the rate of behavioral problems (p <0.001). Therefore, it can be concluded that the localized play therapy intervention program has been effective in reducing the behavioral problems of intellectual disability children and the survival of the intervention program remained after 3 month.
khadijeh Irandoust; Morteza Taheri; Ali Seghatoleslami
Abstract
The purpose of this study is to investigate the effect of physical activity onmemory and dynamic balance of elder people. Subjects (n=15) were selected asvolunteers. The intervention was performed in an eighteen session period, threetimes a week (each session, 45 minutes). Yoga training was performed ...
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The purpose of this study is to investigate the effect of physical activity onmemory and dynamic balance of elder people. Subjects (n=15) were selected asvolunteers. The intervention was performed in an eighteen session period, threetimes a week (each session, 45 minutes). Yoga training was performed for mentalrelaxation. Wexler test was performed for memory evaluation. Seat up test wasused to test the dynamic balance. The results suggested that water-based exercisesand Yoga protocol have had a positive significant effect on memory (p=0.03) anddynamic balance. It was concluded that a selected physical activity program,especially water-based exercises has less potential for making people injured.
Mohammad Hossein Zamani; Hamidreza Taheri Torbati; Alireza Saberi Kakhki
Abstract
The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected ...
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The aim of this study was to investigate the effect of visual illusion on the learning of a targeting motor skill in children. The research method was semi-experimental with repeated measurement design and retention test. The statistical sample consisted of 36 children (10 years old) who were selected by convenience sampling method. They were divided into 3 groups: larger circle perception, smaller circle perception and control after the goal size had been estimated. The Ebbinghaus illusion displayed on the ground and the tennis ball to throw from top of the shoulder towards goal were used in this study. Firstly, the participants performed 10 trials at the pretest stage. Then, they performed six 10-trial blocks in the acquisition phase. 48 hours after the last acquisition session, a retention test was performed in 10 trials. To analyze the data, mixed analysis of variance with repeated measures, one-way analysis of variance and Tukey post hoc test were used. The results showed a significant difference among the groups both in the acquisition and retention phases and this difference was in favor of the smaller circle perception group. In general, the results of this study indicated the beneficial effect of visual illusion on learning a sport skill. Therefore, coaches and sport authorities are suggested to use this variable to improve performances and training sessions
Samira Jahanbakhsh; Jale Baqerli; Morteza Taheri
Abstract
Autism is one of the major developmental disabilities which make visual imbalance for those who are vulnerable. Research has shown that vision has a key role in all those activities which focus on aiming task. The aim of this study was to investigate the visual focus on improvement of a throwing task ...
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Autism is one of the major developmental disabilities which make visual imbalance for those who are vulnerable. Research has shown that vision has a key role in all those activities which focus on aiming task. The aim of this study was to investigate the visual focus on improvement of a throwing task of autistic children. 24 boys at the age of 10 were randomly assigned into two experimental and control groups. Independent t-test and ANVA were used to analyze the data. The results suggested that there was a significant difference between pretest scores in acquisition (p≤0.05). On the other hand, the in experimental group had a better performance in retention phase. . The results suggested that there was a significant difference between pretest scores in acquisition (p≤0.05). On the other hand, the experimental group had a better performance in retention phase. It was concluded that visual affects the throwing task.
Yasin Kazemi; Ali Heirani; Ghoobad Mehrabiyan
Abstract
This study aimed at examining the effect of local games on motor development and aggressive behavior in preschool children. In a semi-experimental study, 40 children (6 years old) were selected randomly from preschools in Ahwaz city. Pretest was conducted using Ulrich Gross Motor Skills test and Aggression ...
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This study aimed at examining the effect of local games on motor development and aggressive behavior in preschool children. In a semi-experimental study, 40 children (6 years old) were selected randomly from preschools in Ahwaz city. Pretest was conducted using Ulrich Gross Motor Skills test and Aggression Scale. Based on their pretest scores, subjects were divided into two equal groups: local games and preschool common activities. Local games group participated in local games program for 8 weeks, 3 sessions per week while the other group had their preschool common activities. Then, all subjects participated in a posttest. After ensuring normal data distribution using Kolmogorov-Smirnov test, paired and independent t tests were used for intergroup and intra-group comparisons. Paired t test analysis showed the significant effect of both programs on motor development and reduction in aggression in preschool children. But intergroup comparison showed the advantage of local games over the preschool common activities (P=0.001). It is suggested that preschools should use local games to enhance motor development and to reduce aggressive behaviors in children.
Alireza Farsi; Behroz Abdoli; Maryam Kaviani; Akram Kaviani
Volume 2, Issue 2 , July 2010
Abstract
The purpose of this study was to investigate the effect of perceptual – motor experience on motor development quotient of fine and gross motor skills in infants. Fifteen 5-8-month-old healthy infants participated randomly in this study and were divided homogenously into two groups (experimental and ...
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The purpose of this study was to investigate the effect of perceptual – motor experience on motor development quotient of fine and gross motor skills in infants. Fifteen 5-8-month-old healthy infants participated randomly in this study and were divided homogenously into two groups (experimental and control) according to their age. Experimental group had 36 training sessions, each session an hour at a perceptual – motor enriched environment. Peabody motor development scale was used to evaluate fine and gross motor skills. Data were analyzed by independent t test. Results indicated a significant difference in mean score of motor development quotient between fine motor skills (p=0.004) and gross motor skills (p=0.02). These findings showed that training and experience had a positive effect on motor development generally and on motor development quotient of fine and gross motor skills specifically. In other words, training and experience were positive factors of fundamental and basic motor skills development of the infants in both groups. These results are in line with the perspective of dynamic systems of motor development.
Jamal Fazel; Morteza Homayoun; Amir Shariati
Volume 2, Issue 3 , October 2010
Abstract
The aim of the current study was to investigate three volleyball skills in three training conditions of blocked, random and serial to reveal their effects in three phases of acquisition, retention and transfer. 60 amateur male students (mean age = 21.5 years, SD= 1.2) were voluntarily selected and randomly ...
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The aim of the current study was to investigate three volleyball skills in three training conditions of blocked, random and serial to reveal their effects in three phases of acquisition, retention and transfer. 60 amateur male students (mean age = 21.5 years, SD= 1.2) were voluntarily selected and randomly divided into three training groups (blocked, random and serial). A pretest was used to match the subjects. In the acquisition phase, the subjects of each group repeated three skills of pass tiller, forearm pass and overhead service for 378 times for 9 sessions. In three sessions in the training phase, 45 acquisition tests were completed. 48 and 72 hours after the last session, subjects participated respectively in 15 retention and transfer tests. Analysis of Variance (ANOVA) and Tukey post hoc test were used to analyze data, to compare the means of pretest and tests in acquisition, retention and transfer phases of the three training methods. The results revealed a significant difference (P