University of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Effect of Motivational Self-Talk on Bimanual Coordination Performance of University StudentsThe Effect of Motivational Self-Talk on Bimanual Coordination Performance of University Students1138212110.22059/jmlm.2021.205846.1073FAMohammad BagherAaliMSc of Motor Control and Learning, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranMehdiShahbazi. Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran– MohammadSohbatihaPhD of Motor Learning, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20160430Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean age = 22.62 and SD = 2.081) were selected by convenience sampling method. After the pretest, subjects were divided into two homogeneous groups of motivational self-talk and no self-talk using bimanual coordination tester. For data analysis, descriptive and inferential statistics including independent t test and paired t test were used at 0.05 significance level. Results showed that self-talk improved the coordination performance significantly (p < 0.05). Also, the female group had a significantly better precision in bimanual coordination (p < 0.05) and the male group had a significantly better speed in bimanual coordination (p < 0.05). But, there was a significant difference between boys and girls in self-talk group in the posttest (p < 0.05). According to these findings, it is suggested that motivational self-talk should be used to improve and promote bimanual coordination performance.Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean age = 22.62 and SD = 2.081) were selected by convenience sampling method. After the pretest, subjects were divided into two homogeneous groups of motivational self-talk and no self-talk using bimanual coordination tester. For data analysis, descriptive and inferential statistics including independent t test and paired t test were used at 0.05 significance level. Results showed that self-talk improved the coordination performance significantly (p < 0.05). Also, the female group had a significantly better precision in bimanual coordination (p < 0.05) and the male group had a significantly better speed in bimanual coordination (p < 0.05). But, there was a significant difference between boys and girls in self-talk group in the posttest (p < 0.05). According to these findings, it is suggested that motivational self-talk should be used to improve and promote bimanual coordination performance.https://jsmdl.ut.ac.ir/article_82121_74ae7cd53db8ac4a81c9e4e1c05d31ee.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Effects of Central and Peripheral Fatigues
on Depth Perception ErrorThe Effects of Central and Peripheral Fatigues
on Depth Perception Error15248212210.22059/jmlm.2021.216666.1151FAMaryamKhalajiMSc of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranShahzadTahmasebi BoroujeniAssociate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran0000-0002-0875-3993Journal Article20161008This study aimed to investigate the effects of peripheral and central fatigues on depth perception error in students. The statistical population consisted of students in Khodabande city. 42 subjects (mean age of 16.88 ± 0.49 years) were selected by convenience sampling method. All subjects took depth perception pretest. Then, they were divided into the intervention and control groups. To produce peripheral fatigue (physical), the first group received physical fitness activity and the second group received mental activity to produce central (mental) fatigue. The third group did not perform any activity during the intervention period. The depth perception posttest was performed after the fatigue intervention. The results of one-way analysis of variance showed no significant differences in the pretest among the groups, but there was a significant difference in the posttest among the groups. LSD post hoc test results showed that central fatigue increased depth perception error in comparison with peripheral fatigue and no intervention (control group). But no significant differences were observed in depth perception error between peripheral fatigue and control groups. Paired t test results showed an increase in depth perception errors resulted from both types of fatigue and the lack of change in the control group. Overall, it can be concluded that central fatigue had an effective role in increasing students' depth perception error when compared to peripheral error. Therefore, coaches are advised to adopt appropriate conditions that reduce central fatigue.This study aimed to investigate the effects of peripheral and central fatigues on depth perception error in students. The statistical population consisted of students in Khodabande city. 42 subjects (mean age of 16.88 ± 0.49 years) were selected by convenience sampling method. All subjects took depth perception pretest. Then, they were divided into the intervention and control groups. To produce peripheral fatigue (physical), the first group received physical fitness activity and the second group received mental activity to produce central (mental) fatigue. The third group did not perform any activity during the intervention period. The depth perception posttest was performed after the fatigue intervention. The results of one-way analysis of variance showed no significant differences in the pretest among the groups, but there was a significant difference in the posttest among the groups. LSD post hoc test results showed that central fatigue increased depth perception error in comparison with peripheral fatigue and no intervention (control group). But no significant differences were observed in depth perception error between peripheral fatigue and control groups. Paired t test results showed an increase in depth perception errors resulted from both types of fatigue and the lack of change in the control group. Overall, it can be concluded that central fatigue had an effective role in increasing students' depth perception error when compared to peripheral error. Therefore, coaches are advised to adopt appropriate conditions that reduce central fatigue.https://jsmdl.ut.ac.ir/article_82122_c473c57144e552f8532caad98e392ff0.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Relationship between Coping Strategies and Metamotivation Dominance in Elite Athletes: A Reversal Theory ApproachThe Relationship between Coping Strategies and Metamotivation Dominance in Elite Athletes: A Reversal Theory Approach25428212310.22059/jmlm.2021.212947.1132FAPeymanHonarmandPhD Student of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranMohammadKhabiriAssociate Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranRasoolHemayattalabProfessor, Faculty of Physical Education, University of Tehran, Tehran, IranHassanGharayagh ZandiAssistant Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20160830The aim of this study was to investigate the relationship between coping strategies and metamotivation dominance in academic elite athletes based on reversal theory. 124 athletes who were the members of university sport teams participated in this study by convenience sampling method. In this study, Telic Dominance Scale was used to measure and determine metamotivation dominance and the Persian version of coping strategies questionnaire was utilized to assess athletes’ coping strategies. The results of K-S test showed that the data distribution was not normal; so data were analyzed by Spearman correlation coefficient and U Mann-Whitney test. The results of correlation test showed a negative and significant relationship between activity orientation coping strategies and Telic dominance and a positive and significant relationship between emotion orientation strategies and Telic dominance. Also, the results of U Mann-Whitney test showed that those with Telic used more emotion orientation strategies while those with Paratelic used more activity orientation strategies. Consequently, it is recommended that coaches should identify athletes’ metamotivation dominance to use appropriate coping strategies.The aim of this study was to investigate the relationship between coping strategies and metamotivation dominance in academic elite athletes based on reversal theory. 124 athletes who were the members of university sport teams participated in this study by convenience sampling method. In this study, Telic Dominance Scale was used to measure and determine metamotivation dominance and the Persian version of coping strategies questionnaire was utilized to assess athletes’ coping strategies. The results of K-S test showed that the data distribution was not normal; so data were analyzed by Spearman correlation coefficient and U Mann-Whitney test. The results of correlation test showed a negative and significant relationship between activity orientation coping strategies and Telic dominance and a positive and significant relationship between emotion orientation strategies and Telic dominance. Also, the results of U Mann-Whitney test showed that those with Telic used more emotion orientation strategies while those with Paratelic used more activity orientation strategies. Consequently, it is recommended that coaches should identify athletes’ metamotivation dominance to use appropriate coping strategies.https://jsmdl.ut.ac.ir/article_82123_41d9a9b01665dfdb00809bc90f3f3a8d.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Effect of Choking under Pressure on the Predictive Performance of Elite and Novice FencersThe Effect of Choking under Pressure on the Predictive Performance of Elite and Novice Fencers43588212410.22059/jmlm.2020.289969.1468FAJafarBelali VoshmehsaraThe Effect of Choking under Pressure on the Predictive Performance of Elite and Novice FencersSaeedArsham. Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, International Campus, Kharazmi University, Tehran, IranShahabParvinpour. Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, International Campus, Kharazmi University, Tehran, IranFazlollahBagherzadehAssociate Professor, Department
of Motor Behavior, Faculty of Physical Education and Sport Sciences,
University of Tehran, Tehran, IranJournal Article20191001One of the key factors for success in sport competitions is the ability to predict the movements of an opponent before performing them. The aim of the present study was to determine the effect of choking under pressure on predictive performance and to compare it between elite and novice fencers. In this quasi-experimental study, the subjects included 15 elite athletes of the youth fencing national team (16-20 years old) and 15 students from University of Tehran (18-22 years old) as novice athletes who were assigned to two groups by convenience sampling method. Prior to the test, 15 clips out of 100 video clips of different attacks on different parts of the fencers' body were performed and recorded by two professional members of the Iran National Fencing Team. After each video clip was stopped (before the sword hit the opponent's body), an answer sheet appeared on the screen and the subjects had to predict the location where the sword hit the opponent. The present study was conducted under high and normal pressure conditions. The high pressure condition was applied by the presence of a national team coach as the evaluator and in the non-pressure condition, the efforts were made without the presence of the evaluator. The results of mixed factor analysis of variance showed that the main effect of condition and group was significant but the interactive effect of condition and group was not significant. Bonferroni post hoc test results also showed that those players who were in normal condition had better predictive performance than those who were under the pressure condition; also, elite players had better predictive performance than novices in both conditions (P<0.05). But generally, choking under pressure decreases predictive performance in both elite and novice fencers.One of the key factors for success in sport competitions is the ability to predict the movements of an opponent before performing them. The aim of the present study was to determine the effect of choking under pressure on predictive performance and to compare it between elite and novice fencers. In this quasi-experimental study, the subjects included 15 elite athletes of the youth fencing national team (16-20 years old) and 15 students from University of Tehran (18-22 years old) as novice athletes who were assigned to two groups by convenience sampling method. Prior to the test, 15 clips out of 100 video clips of different attacks on different parts of the fencers' body were performed and recorded by two professional members of the Iran National Fencing Team. After each video clip was stopped (before the sword hit the opponent's body), an answer sheet appeared on the screen and the subjects had to predict the location where the sword hit the opponent. The present study was conducted under high and normal pressure conditions. The high pressure condition was applied by the presence of a national team coach as the evaluator and in the non-pressure condition, the efforts were made without the presence of the evaluator. The results of mixed factor analysis of variance showed that the main effect of condition and group was significant but the interactive effect of condition and group was not significant. Bonferroni post hoc test results also showed that those players who were in normal condition had better predictive performance than those who were under the pressure condition; also, elite players had better predictive performance than novices in both conditions (P<0.05). But generally, choking under pressure decreases predictive performance in both elite and novice fencers.https://jsmdl.ut.ac.ir/article_82124_f98d6d5c3af7a641b023178d20c728a4.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522A Comparison of Motor Skills and Body Mass Index of Children with/without Internet AddictionA Comparison of Motor Skills and Body Mass Index of Children with/without Internet Addiction59727928610.22059/jmlm.2021.304107.1511FAMehdiTakhtaeiPhD Student, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Razi, Kermanshah, IranDavoodHomanianAssistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranMahmoudSheikhAssociate Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20200609The aim of this study was to compare motor skills and body mass index of male students (7 to 10 years old) with and without internet addiction. Participants included 150 students with internet addiction and 150 students without internet addiction. After their parents filled out the consent forms and the students' personal information was recorded, the groups firstly were identified by the Kimberly Young Internet Addiction Questionnaire. Body mass index of participants were recorded by stadiometer and scale, and then their motor skills were assessed by the Bruininks - Oseretsky test. To classify the data, measures of central tendency and dispersion in the descriptive statistics were used. To analyze the data, the Kolmogorov-Smirnov test and independent t test were used in the inferential statistics. All research analysis was investigated at the significance level (P<0.05). The results showed significant differences in gross and fine motor skills, motor proficiency as well as body mass index between students with and without internet addiction, that is to say children with internet addiction showed poorer performance in gross and fine motor skills and motor proficiency. Also, they had more body mass index. Internet addiction may be accompanied with obesity and poor performance in gross motor skills. Therefore, it is recommended that the necessary steps should be taken to prevent these problems.The aim of this study was to compare motor skills and body mass index of male students (7 to 10 years old) with and without internet addiction. Participants included 150 students with internet addiction and 150 students without internet addiction. After their parents filled out the consent forms and the students' personal information was recorded, the groups firstly were identified by the Kimberly Young Internet Addiction Questionnaire. Body mass index of participants were recorded by stadiometer and scale, and then their motor skills were assessed by the Bruininks - Oseretsky test. To classify the data, measures of central tendency and dispersion in the descriptive statistics were used. To analyze the data, the Kolmogorov-Smirnov test and independent t test were used in the inferential statistics. All research analysis was investigated at the significance level (P<0.05). The results showed significant differences in gross and fine motor skills, motor proficiency as well as body mass index between students with and without internet addiction, that is to say children with internet addiction showed poorer performance in gross and fine motor skills and motor proficiency. Also, they had more body mass index. Internet addiction may be accompanied with obesity and poor performance in gross motor skills. Therefore, it is recommended that the necessary steps should be taken to prevent these problems.https://jsmdl.ut.ac.ir/article_79286_5fd9acb0a3a533e55b31672f23062460.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Effect Foreperiod and Time Intervals between Stimuli on the Psychological Refractory Period: Evidence for PreparationThe Effect Foreperiod and Time Intervals between Stimuli on the Psychological Refractory Period: Evidence for Preparation73908109510.22059/jmlm.2021.310306.1533FAKambizNouriMSc of Motor Behavior, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranSeyede NahidShetab BooshehriAssociate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranMohammadrezaDoustanAssistant Professor, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranJournal Article20201121Given the importance of preparation to respond to two stimuli in different sport conditions, the aim of this study was to investigate the effect of foreperiod and time intervals between two stimuli on psychological refractory period (PRP) in athletes. This study was semi-experimental with a within-group design and fundamental-applied in terms of objectives. 50 male athlete students of Shahid Chamran University of Ahvaz (age range 22.47±1.45 years) were selected by convenience sampling method. A five-core processor ASUS notebook, Edinburgh Handedness Questionnaire, software and hardware to measure the psychological refractory period were used in this study. Participants responded to two visual (selective) stimuli that were presented with short time intervals as quickly as possible. Tests were conducted in dual tasks and single tasks in foreperiods of 1,2,4,8 s and time intervals of 100, 250, 500, 800 ms randomly. The data were analyzed using mean, standard deviation, within group analysis of variance at significance level (P<0.05). The results showed that the effects of foreperiod and the stimuli intervals were significant. The foreperiod of 1s and interval of 100 ms had the most psychological refractory period and foreperiod of 8s and interval of 800 ms had the lowest psychological refractory period. This study showed that the pattern of psychological refractory period was affected by experimental manipulation of the preparation processes when recognizing the stages of information processing. Contrary to the common belief that preparation time operates on premotor processes, in the present study preparation time operates on late motion processes and confirms the existence of processing bottlenecks in dual tasksGiven the importance of preparation to respond to two stimuli in different sport conditions, the aim of this study was to investigate the effect of foreperiod and time intervals between two stimuli on psychological refractory period (PRP) in athletes. This study was semi-experimental with a within-group design and fundamental-applied in terms of objectives. 50 male athlete students of Shahid Chamran University of Ahvaz (age range 22.47±1.45 years) were selected by convenience sampling method. A five-core processor ASUS notebook, Edinburgh Handedness Questionnaire, software and hardware to measure the psychological refractory period were used in this study. Participants responded to two visual (selective) stimuli that were presented with short time intervals as quickly as possible. Tests were conducted in dual tasks and single tasks in foreperiods of 1,2,4,8 s and time intervals of 100, 250, 500, 800 ms randomly. The data were analyzed using mean, standard deviation, within group analysis of variance at significance level (P<0.05). The results showed that the effects of foreperiod and the stimuli intervals were significant. The foreperiod of 1s and interval of 100 ms had the most psychological refractory period and foreperiod of 8s and interval of 800 ms had the lowest psychological refractory period. This study showed that the pattern of psychological refractory period was affected by experimental manipulation of the preparation processes when recognizing the stages of information processing. Contrary to the common belief that preparation time operates on premotor processes, in the present study preparation time operates on late motion processes and confirms the existence of processing bottlenecks in dual taskshttps://jsmdl.ut.ac.ir/article_81095_ea956c05fdaab3fd83a229b68cd0fc7c.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522The Effect of Self-Controlled Feedback on Learning to Produce Low, Medium and Maximum Forces in Mental Fatigue ConditionThe Effect of Self-Controlled Feedback on Learning to Produce Low, Medium and Maximum Forces in Mental Fatigue Condition911088060810.22059/jmlm.2021.314410.1550FAJalilMirzaee. MSc Student of Motor Behavior, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, IranRasoolZeidabadiAssistant Professor, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, IranMohammad RezaShahabi KasebAssistant Professor, Faculty of Sport Sciences, Hakim Sabzevari University, Sabzevar, IranJournal Article20201128Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.Mental fatigue is a psychological state caused by prolonged periods of cognitive activity and decreases physical performance, but its impact on motor learning has been less studied. The aim of this study was to investigate the effect of self-controlled feedback on learning to produce low, medium and maximum forces in mental fatigue condition. Participants consisted of 28 eligible volunteers who were randomly divided into two groups of self-controlled feedback and yoked. Electrical dynamometer, Stroop test, multidimensional fatigue inventory and the VAS scale were used in this study. Both groups firstly performed the Stroop test for one hour under mental fatigue protocol and they entered the acquisition phase of force production task after making sure that mental fatigue was created. Immediate and delayed retention tests were performed 10 minutes and 48 hours after the end of the acquisition phase respectively. Findings showed that in mental fatigue condition, there was no significant difference between self-controlled feedback and yoked groups in acquisition and retention of different forces. Also, the error produced in learning the medium force was less than those in learning the low and maximum forces in the mental fatigue condition, that is to say the learning of the medium force was significantly better than the low force. The results showed that mental fatigue reduces the effectiveness of self-controlled feedback and destroys learning to produce low and maximum forces more than medium force.https://jsmdl.ut.ac.ir/article_80608_8645c994b4412fadaaf0545c267af809.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-933313120210522A Comparison of Game Based and Traditional Instructional Approaches: A Study of Physical Activity, Self-Determined Motivation and EnjoymentA Comparison of Game Based and Traditional Instructional Approaches: A Study of Physical Activity, Self-Determined Motivation and Enjoyment1091278109410.22059/jmlm.2021.313683.1546FABorhanadinGhariPhD of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, IranHasanMohammadzadehProfessor of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, IranJalalDehghanizade. Assistant Professor of Motor Behavior, Faculty of Sport Sciences, Urmia University, Urmia, IranJournal Article20201114The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes. The aim of this study was to investigate the effect of two instructional approaches (game based and traditional) on physical activity, self-determined motivation and physical activity enjoyment in university students who participated in physical education classes. This study was semi-experimental. The participants included 30 male university students (mean age 20.67±1.72 years) who were selected by convenience sampling method and randomly divided into two groups: game based instruction and traditional instruction. They participated in 18 sessions (for 6 weeks and 3 sessions a week) of basketball. The data were collected by the System for Observing Fitness Instruction Time, Beurer pedometer, Intrinsic Motivation Inventory, and Self-Determination Questionnaire. Descriptive statistics, independent t test, ANCOVA, and RANCOVA were used for analysis of data. The results showed significant differences between game based and traditional groups in the duration of moderate to high intensity physical activity and the number of steps (P≤0.001). There were no significant differences in physical activity enjoyment and a sense of competence between game based and traditional groups; But there were significant differences between two groups in autonomy (P≤0.001) and belonging (P≤0.013).The results showed that game based instructional approach can enhance physical activity level and quality of motivation of university students in physical education classes. https://jsmdl.ut.ac.ir/article_81094_69744a4bdd31d59c960aff4b13cc1c1b.pdf