samira Afzali; Keyvan MolaNorouzi
Abstract
Introduction: The aim of the present study was to compare The effect of mindfulness and PETTLEP imagery on competitive state anxiety and the performance of jumping equestrian athletesMethods: In this semi-experimental research, which was carried out with a pre-test-post-test design with a control group, ...
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Introduction: The aim of the present study was to compare The effect of mindfulness and PETTLEP imagery on competitive state anxiety and the performance of jumping equestrian athletesMethods: In this semi-experimental research, which was carried out with a pre-test-post-test design with a control group, 30 professional adult equestrians (age range 22 to 40 years old) from Hamadan and Zanjan provinces were selected to participate in the study and were randomly assigned according to the matching methods to three groups: mental imagery, mindfulness practice, and control. In the pre-test and post-test stages, the participants first completed the Persian version of the Competitive Anxiety Inventory-2, and then their jumping performance was measured in a simulated competition by the jury. The intervention phase was carried out over six weeks in one session lasting 90 minutes when the training groups did the desired interventions. Data were analyzed using dependent t-tests, univariate (ANCOVA), and multivariate (MANCOVA) analyses of covariance with Bonferroni's post hoc test.Results: The study's findings revealed that mindfulness training has a significant impact on sports performance (p=0.025), physical anxiety (p=0.030), cognitive anxiety (p=0.015), and self-confidence (p=0.0001). Also, imagery training has a significant effect on sports performance (p = 0.039), physical anxiety (p = 0.016), cognitive anxiety (p = 0.033), and self-confidence (p = 0.033). Other results indicated that there is no significant difference between the effect of mindfulness training and mental imagery on the anxiety, self-confidence, and performance of equestrian athletes in the field of jumping (p<0.05).
Motor Development and Learning
amineh eslamizad; ZAHRA Entezari khorasani
Abstract
Background: Identifying the theoretical frameworks and components of effective interventions in socio-economically disadvantaged communities in order to improve their performance in various aspects of development, can be effective. Essentially, the TGFU approach focuses on the idea of progressing from ...
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Background: Identifying the theoretical frameworks and components of effective interventions in socio-economically disadvantaged communities in order to improve their performance in various aspects of development, can be effective. Essentially, the TGFU approach focuses on the idea of progressing from tactics to skills, not tactics or skills It is commonly assumed that students in a TGFU lesson merely play games with guidance from the teacher, but this is not the caseThe purpose of this research was to investigate The effect of selective training based on a non-linear training approach (the teaching-based on game for understanding) on fundamental motor skills and executive functions of economically disadvantaged children
Methods: The current research was semi-experimental and applied in terms of purpose with a pre-test-post-test design. For this purpose, 30 subjects were randomly divided into two groups of non-linear and linear approach and were trained for eight weeks. Before and after eight weeks, the scores of the gross motor development test-2 and the executive functions questionnaire were collected.
Results: The results of this research showed that a course of selected motor exercises based on a non-linear approach had a greater effect on the subscales of basic motor skills and executive functions of economically deprived children than the linear approach.
Conclusion: According to the perspective of dynamic systems, the factors affecting motor development and executive functions include the characteristics of the motor task in exchange with biological and hereditary factors and the environment.
Parvin Mohammadi Farsani; Hamidreza Taheri Torbati; Mehdi Sohrabi; Ali Shoeibi
Abstract
Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research ...
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Introduction: The goal of research is to create a learning environment that can increase learning. This study aimed to investigate the effect of contextual interference on spatial accuracy and motor reprogramming of the sequential motor task in people with Parkinson's disease.Methods: The research method is a quasi-experimental type with a pre-test and post-test research design. 64 people with Parkinson's disease (mean age = 62.93 ± 3) were selected by convenience sampling method and randomly assigned into four equal groups (16 people) including blocked - high similarity, blocked - low similarity, random - high similarity, and random - low similarity. The participants performed 180 trials (12 blocks of 15 trials) for three sequential movement tasks. The error of movement patterns performance was calculated in all stages. In the acquisition stage, the 2 (contextual interference) × 2 (sequence similarity) × 11 (acquisition blocks) ANOVA with repeated measures of the last factor, and for the retention stage, the 2 (contextual interference) × 2 (similarity of sequence) × 3 (stages) ANOVA with repeated measures of last factor, and for the transfer and reprogramming stages, the 2 (contextual interference) × 2 (sequence similarity) ANOVA were used at P=0.05 level of significance.Results: The results showed that in the acquisition phase, the blocked-high similarity group performed better, and the interactive effect of the group and sequence similarity was not significant in the retention and transfer stages. In the reprogramming phase, the random-high similarity group was better.Conclusion: According to the elaboration hypothesis, random practice increases the strength of memory representation and forms deeper processing in memory.
Motor Development and Learning
porya rahmani; Mohammad Karimi Zadeh Ardakani; seyed mohammad hosseini
Abstract
Introduction: The forward head position compromises balance due to muscle imbalance, which may cause loss of proprioception in the joint, which also causes loss of balance. Therefore, the aim of the present study was the effect of exergame exercises on the balance of children with forward posture.
Methods: ...
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Introduction: The forward head position compromises balance due to muscle imbalance, which may cause loss of proprioception in the joint, which also causes loss of balance. Therefore, the aim of the present study was the effect of exergame exercises on the balance of children with forward posture.
Methods: In this semi-experimental research, which was carried out with a pre-test-post-test design with a control group, 30 boys with a forward posture in Tehran, with an age range of 7 to 12 years, were purposefully selected and placed in two groups of exergame and control. They took in the pre-test stage, the participants performed 3 stork test attempts (static balance). The intervention phase was carried out in eight weeks and three sessions each week and each session lasted 30 minutes, and the participants performed the relevant exercises. After the training phase, the post-test phase was conducted, where the participants performed 3 stork test attempts (static balance) as in the pre-test phase. The data was analyzed by univariate covariance analysis.
Results: The results of the present study showed that exergame exercises significantly improved the static balance of children with forward posture (P=0.001, F=22.94).
Conclusion: In general, the results of the current research emphasize the importance of exergame exercises on the balance of children with head-forward posture, and the benefits of these exercises can be used to improve balance.
Motor Development and Learning
Fardin qeysari; Mahmoud Sheikh
Abstract
Background: Due to the prevalence of visual-motor disorders among preterm children, the negative effects of these disorders on the quality of motor function and the importance of visual-motor skills in performing daily tasks, A reliable and valid tool is needed to measure these skills in these people. ...
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Background: Due to the prevalence of visual-motor disorders among preterm children, the negative effects of these disorders on the quality of motor function and the importance of visual-motor skills in performing daily tasks, A reliable and valid tool is needed to measure these skills in these people. The aim of the present study was to evaluate the Psychometric properties and standardization of the Persian version of the third edition visual-motor skills test in preterm children.
Methods: For this purpose, 2100 students were selected from 7 to 12 year old students all over the country by multi-stage cluster random sampling method and of these, 376 preterm children (<32 weeks gestation) were purposefully selected.The measurement tool of this study was the third-edition visual-motor skills test, which was performed twice, three weeks apart, on the research samples. Formula Z was used to calculate the percentage points for each age group. Cronbach's alpha coefficient was also used to determine internal consistency and intra-class correlation in test-retest method was used for test time reliability.
Results: The results of this study indicate the appropriate validity of the 3-motor vision skills test for all age groups 7 to 12 years in preterm children. Also, the results of this study indicate the desired and acceptable internal consistency and time reliability or reproducibility of this test.
Conclusion:. The visual-motor skills test 3 has appropriate validity and reliability for screening and identifying premature children with visual-motor skills disorders.
Motor Development and Learning
Mahboobe Alivandidarani; hassan kordi; Keyvan MolaNorouzi
Abstract
Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research was conducted with the aim of the effect of aquatic training on the development ...
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Introduction: Movement is a way of social communication of the child with other people in his life. By moving into the environment, the child gains various experiences, although his skills are not yet developed. This research was conducted with the aim of the effect of aquatic training on the development of social-emotional and gross motor skills of children aged 3 to 6 years.
Methods: The research was quasi-experimental with a pre-test and post-test design with a control group. The statistical population was made up of female preschool children in Faridan city, Isfahan province. 23 people were selected based on the available method and were randomly divided into two experimental groups (n=12) and control (n=11). The experimental group performed 16 sessions of 50-minute training in water for 8 weeks, and the control group performed their activities according to the original programs. Both groups performed the third version of the Ulrich Gross Motor Skills Development Test and the Social Emotional Skills Questionnaire of Gresham and Elliott (1990) under completely similar conditions in the pre-test and post-test. Data analysis was done by multivariate analysis of covariance in SPSS 26 (p=0.05).
Results: The results showed that the aquatic training program significantly led to the development of gross skills (locomotor and ball skills) and more social-emotional skills (cooperation, daring, self-control, and responsibility) than the control group (p≤0/05).
Conclusion: An opportunity can be provided for the development of social-emotional and gross motor skills of preschool girls through an educational program of playing in the water.
Motor Development and Learning
Hamidreza Taheri; mehdi sohrabi; ehsan zarei mahmoudabadi
Abstract
Introduction: Manipulate and control the environment, leads to improved motor skills, increased sports participation, and more active social engagement. These factors, in turn, enhance physical and motor competence. This study aims to compare the effectiveness of traditional education and the Teaching ...
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Introduction: Manipulate and control the environment, leads to improved motor skills, increased sports participation, and more active social engagement. These factors, in turn, enhance physical and motor competence. This study aims to compare the effectiveness of traditional education and the Teaching Games for Understanding (TGFU) approach in enhancing perceived competence, sports participation, and basketball skills among 10-12 year-old students.
Methods: The present study was semi-experimental. The statistical population of the research included male students 10 to 12 years-old in Meybod City, that 45 people were selected using the available purposive sampling method, and they were randomly divided into three groups of 15 people, including traditional training, TGFU training and control groups. In order to collect data from sports participation motivation questionnaire, perception competence questionnaire, controlled dribble tests, and AAHPERD basketball pass tests were used. In addition, Covariance analysis (ANCOVA) tests and Bonferroni's post hoc test were used to analyze the data at a significance level of P≤0.05.
Results: The results showed that the perceived competence (physical, cognitive and social), sports participation and learning basketball skills (pass and dribble) in the traditional group and TGFU were better than the control group (Sig≤0.05). In the TGFU group, it was significantly higher than the traditional group (Sig≤0.05).
Conclusion: Teachers and coaches can use the TGFU teaching method to increase participation in sports and improve students' competencies, as well as provide an attractive and motivating learning experience for students.
Motor Development and Learning
amir dana
Abstract
Introduction: The purpose of this research was to study the effect of timing of using strategic self-talk on performance and novices. Methods: 36 new students in basketball skills were selected and randomly divided into three groups: strategic self-talk before providing feedback, after providing feedback, ...
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Introduction: The purpose of this research was to study the effect of timing of using strategic self-talk on performance and novices. Methods: 36 new students in basketball skills were selected and randomly divided into three groups: strategic self-talk before providing feedback, after providing feedback, and control. In each session, 60 effort exercises were given from four points of the basketball arc. After every three attempts, the coach gave a feedback to the trainees about how to perform the skill. In the first experimental group, novices were taught to use strategic self-talk after completing three practice attempts and before providing feedback to identify errors; In the second experimental group, the novices were asked to use strategic self-talk after providing feedback to correct errors, and in the control group, exercises and feedback were given, but no self-talk was provided. Finally, two weeks after the end of the intervention, a recall test was held. Results: The results of the two-factor variance analysis in the acquisition phase showed that self-talk both before and after feedback led to improved performance and learning, but no significant difference was observed between the performance of the two self-talk measures in the acquisition phase, but in the memorization phase The strategic self-talk group before giving feedback was better than the self-talk group after giving feedback. Conclusion: it seems that strategic self-talk before re-presentation is beneficial for learning to shoot basketball due to attention to error identification and the use of coach feedback on how to correct errors.
Motor Development and Learning
Narges Abdoli; Aireza Saberi Kakhki; Hamid Reza Taheri Torbati; Majid Ghoshuni
Abstract
Introduction: There is a contradiction in previous studies about the changes in brain waves as a result of learning. The present research was conducted to compare the power of the Mu rhythm in expert and novice golf players.
Methods: 15 novice students with any experience in golf skills participated ...
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Introduction: There is a contradiction in previous studies about the changes in brain waves as a result of learning. The present research was conducted to compare the power of the Mu rhythm in expert and novice golf players.
Methods: 15 novice students with any experience in golf skills participated in the novice group and 15 experienced golf players in the expert group. The brain waves of participants were recorded while performing 20 trials of golf putting task. Data were processed using the ICA method. For the statistical analysis of the data, a 2×3 (group × area) one-way MANOVA was used.
Results: The results showed that the power of the Mu rhythm in the three central regions (C3, Cz, C4) of the brain of novice and expert golf players has a significant difference (P ≥ 0.05), so the average rhythm power of the expert group was higher than the novice group.
Conclusion: The findings show that the brain function of expert and novice golfers is different. It seems that during the motor learning process of golf putting, the brain undergoes functional changes, and these changes are probably one of the reasons for the better control and execution of skills in expert golfers. The findings highlight the necessity of paying attention to the learning process in improving the control and execution of motor skills. The present study helps experts in training and rehabilitating motor skills to understand the cognitive, neuro-motor processes underlying the execution of actions and skills.
Motor Development and Learning
Fereshte Hemmatizad; Mehdi RafeiBoroujeni; Hamid Salehi
Abstract
Introduction: The aim of the present research was to determine the effect of task complexity on the bilateral transfer in older adults.
Methods:Thirty healthy elderly men and women with the average age of 68/5±7/40 years were selected by convenience sampling method. Participants perform the Purdue ...
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Introduction: The aim of the present research was to determine the effect of task complexity on the bilateral transfer in older adults.
Methods:Thirty healthy elderly men and women with the average age of 68/5±7/40 years were selected by convenience sampling method. Participants perform the Purdue pegboard test, O’Connor dexterity test and the mirror Purdue pegboard test with their dominant and non-dominant hands in pretest. Then, they practiced one of the tasks 6 times by dominant hand and then they participated in posttest and retention test of task. After one week, they started to practice next task and each of the participant attempted a test randomly so that the sequential and learning effect would be eliminated. In posttest and retention test the task was done by both dominant and non-dominant hands. The percentage of progress were calculated by normalization of the time to complete each task during practice compared to the time to complete the task in pretest. The one-way analysis of variance and the Pearson correlation coefficient (P ≤ 0/05)were used for statistical analysis
Results: There were significant differences between progress rate of Purdue pegboard test and mirror Purdue pegboard test and between O’Connor dexterity test and Purdue pegboard test. The amount of time training was a factor associated with bilateral transfer for Purdue pegboard test. Significant correlation was found between the progression rate of Purdue pegboard test and mirror Purdue pegboard test in nondominant hand.
Conclusion:It is likely that compensatory mechanisms have been utilized to maintain performance despite ageing.
