University of TehranJournal of Sports and Motor Development and Learning2008-93337220150723The Effect of National Jump Roping Plan on Static and Dynamic Balance of Male Students of Elementary School Fourth GradeThe Effect of National Jump Roping Plan on Static and Dynamic Balance of Male Students of Elementary School Fourth Grade1391515524710.22059/jmlm.2015.55247FABenyaminGhelichpoorM.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranMehdiShahbaziAssociate Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranFazlolahBagherzadehAssociate Professor of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20120908The aim of this study was to investigate national jump roping plan on static and dynamic balance of students. In this study, pretest and posttest were used with two experimental and control groups for male students of fourth grade of elementary school in 2011-2012 in Baharestan city (a region in Robat Karim, Tehran). For this purpose, 60 students were selected from students of fourth grade of elementary schools in Baharestan city using multistage sampling method and were equally divided into two groups. Experimental group implemented the selected jump roping program 3 sessions a week (each session 50 min.) for 10 weeks. K–S test was used to check data normality. Independent and dependent t tests were used to analyze the data (<em>P</em>˂0.05). The results indicated a significant improvement in the experimental group for both static (<em>P</em>=0.019) and dynamic (<em>P</em>=0.005) balance tests. Also, the mean score of dynamic balance posttest was significantly more in the experimental group than control group (<em>P</em>=0.041) but such difference was not observed in the result of static balance test between the two groups (<em>P</em>=0.225). Based on these results, jump roping plan improved the balance of students. So this study considered the jump roping plan to be useful at schools.The aim of this study was to investigate national jump roping plan on static and dynamic balance of students. In this study, pretest and posttest were used with two experimental and control groups for male students of fourth grade of elementary school in 2011-2012 in Baharestan city (a region in Robat Karim, Tehran). For this purpose, 60 students were selected from students of fourth grade of elementary schools in Baharestan city using multistage sampling method and were equally divided into two groups. Experimental group implemented the selected jump roping program 3 sessions a week (each session 50 min.) for 10 weeks. K–S test was used to check data normality. Independent and dependent t tests were used to analyze the data (<em>P</em>˂0.05). The results indicated a significant improvement in the experimental group for both static (<em>P</em>=0.019) and dynamic (<em>P</em>=0.005) balance tests. Also, the mean score of dynamic balance posttest was significantly more in the experimental group than control group (<em>P</em>=0.041) but such difference was not observed in the result of static balance test between the two groups (<em>P</em>=0.225). Based on these results, jump roping plan improved the balance of students. So this study considered the jump roping plan to be useful at schools.https://jsmdl.ut.ac.ir/article_55247_418cec7548f10ce9133d1952729d1243.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723Impulsiveness Features in Soccer Players with Different Positions: Test of Mastery Orientation ApproachImpulsiveness Features in Soccer Players with Different Positions: Test of Mastery Orientation Approach1531695524810.22059/jmlm.2015.55248FAMohamad HoseinGhahramani-Ph.D. Student, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Mashhad Ferdowsi University, Mashhad, IranMohamad AliBesharat- Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, IranMehdiSohrabiAssociate Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Mashhad Ferdowsi University, Mashhad, IranJournal Article20130813The aim of this study was to investigate impulsiveness features of soccer players in different positions according to the mastery orientation approach. For this purpose, 40 soccer players in Iran first division league with mean age of 28.65±3.9 years in different positions participated in this study. To measure impulsiveness features, Barratt Impulsiveness Scale (BIS-11) and Continuous Performance Test (CPT) were used. Multivariate analysis of variance results indicated that goalkeepers and defenders achieved higher scores in cognitive and motor variables of impulsiveness factors and in misdiagnosis of continuous performance test items than the middle players and offenders (<em>F</em><sub>(9,82)</sub>=3.126, <em>P</em>=0.001, Wilks Lambda 0.228, partial <em>η<sup>2</sup></em>=0.389). Based on these results, it can be stated that impulsiveness is one of the main explanatory factors of players' tendency towards different soccer positions along with other relevant variables.
The aim of this study was to investigate impulsiveness features of soccer players in different positions according to the mastery orientation approach. For this purpose, 40 soccer players in Iran first division league with mean age of 28.65±3.9 years in different positions participated in this study. To measure impulsiveness features, Barratt Impulsiveness Scale (BIS-11) and Continuous Performance Test (CPT) were used. Multivariate analysis of variance results indicated that goalkeepers and defenders achieved higher scores in cognitive and motor variables of impulsiveness factors and in misdiagnosis of continuous performance test items than the middle players and offenders (<em>F</em><sub>(9,82)</sub>=3.126, <em>P</em>=0.001, Wilks Lambda 0.228, partial <em>η<sup>2</sup></em>=0.389). Based on these results, it can be stated that impulsiveness is one of the main explanatory factors of players' tendency towards different soccer positions along with other relevant variables.
https://jsmdl.ut.ac.ir/article_55248_1eba49d39649aac04ba0a2439969c42c.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723The Effect of Basic Swimming Skills Training on Gross Motor Skills in Autistic Children (7-11 Years Old)The Effect of Basic Swimming Skills Training on Gross Motor Skills in Autistic Children (7-11 Years Old)1711855524910.22059/jmlm.2015.55249FAFarnazTorabiAssistant Professor, Department of Physical Education, Payame Noor University, IranAzarAghayari- Assistant Professor, Department of Physical Education, Payame Noor University, IranSohaylDashtabadiMSc of Physical Education, Payame Noor University, IranJournal Article20140122The aim of this study was to investigate the effect of basic swimming skills training on gross motor skills in male autistic children (7-11 years old). For this purpose, 20 autistic children (mean <span style="text-decoration: underline;">+</span> SD age: 10.3±1.05 yr and BMI: 18.9±1.76 kg/m<sup>2</sup>) were randomly divided into two groups of experimental and control (each group 10 subjects). The training protocol of the experimental group was implemented for 6 weeks containing warm-up with stretching exercises, standard swimming instruction and training and ball movements inside and outside water. The control group was engaged in their routine activities. At the beginning and at the end of the study, the second edition of Test of Gross Motor Development (TGMD-2) (Ulrich, 2000) was applied for both groups. Findings showed that the manipulation skills (%40), locomotion skills (%31) and gross skills (%35) improved significantly after the selected training protocol (<em>P</em><0.05). Accordingly, the differences between the two groups in changes of pretest and posttest of the three skills were significant (<em>P</em><0.05). Finally, it seems that swimming training with an emphasis on manipulation and locomotion skills can have beneficial effects on motor abilities of children with autism.The aim of this study was to investigate the effect of basic swimming skills training on gross motor skills in male autistic children (7-11 years old). For this purpose, 20 autistic children (mean <span style="text-decoration: underline;">+</span> SD age: 10.3±1.05 yr and BMI: 18.9±1.76 kg/m<sup>2</sup>) were randomly divided into two groups of experimental and control (each group 10 subjects). The training protocol of the experimental group was implemented for 6 weeks containing warm-up with stretching exercises, standard swimming instruction and training and ball movements inside and outside water. The control group was engaged in their routine activities. At the beginning and at the end of the study, the second edition of Test of Gross Motor Development (TGMD-2) (Ulrich, 2000) was applied for both groups. Findings showed that the manipulation skills (%40), locomotion skills (%31) and gross skills (%35) improved significantly after the selected training protocol (<em>P</em><0.05). Accordingly, the differences between the two groups in changes of pretest and posttest of the three skills were significant (<em>P</em><0.05). Finally, it seems that swimming training with an emphasis on manipulation and locomotion skills can have beneficial effects on motor abilities of children with autism.https://jsmdl.ut.ac.ir/article_55249_a943cb85ffebc10166cd3b86653d329a.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723The Effect of Juvenile Physical Plays on Shyness Improvement of Female Primary School StudentsThe Effect of Juvenile Physical Plays on Shyness Improvement of Female Primary School Students1872015525010.22059/jmlm.2015.55250FAMaryamParvinM.Sc. of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, IranAhmadrezaMovahediAssociate Professor, Department of Motor Behavior, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran0000-0002-2313-4752SalarFaramarziAssociate Professor, Department of Psychology and Training of Individuals with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, IranJournal Article20130127The 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 (<em>n</em>=18) and control (<em>n</em>=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 (<em>P</em>˂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 studentsThe 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 (<em>n</em>=18) and control (<em>n</em>=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 (<em>P</em>˂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 studentshttps://jsmdl.ut.ac.ir/article_55250_e7454a1a544892b7578d5bd741a6afdd.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723The Effect of Normative Feedback on Throwing Aiming Task Learning in 9-11-Year-Old ChildrenThe Effect of Normative Feedback on Throwing Aiming Task Learning in 9-11-Year-Old Children2032165525110.22059/jmlm.2015.55251FAHamideJahanbakhshMSc Student of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranParvaneShafienayaAssociate Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranSeyede NahidShetab Booshehri. Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranJournal Article20131001Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged between 9 and 11 in Ahvaz city. For this purpose, 90 right-handed children were selected with convenience method as the statistical sample and were divided into three groups (each group 30 subjects) of positive normative feedback, negative normative feedback and control based on their age, height, weight, hand length, arm length and pretest scores. Acquisition phase included 6 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative groups received normative feedback after each block in addition to real feedback. The transfer and retention tests were carried out immediately and after (delayed) the acquisition phase respectively. After checking the data normality and homogeneity of variances, data were analyzed with one-way ANOVA with repeated measures, one-way analysis of variance, and Bonferroni post hoc test (<em>P</em>≤0.05). There were significant differences in all three phases among the three groups and positive normative feedback group showed better performance (<em>P</em>=0.001). The findings showed that positive normative feedback had a facilitating effect on motor learning.
Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged between 9 and 11 in Ahvaz city. For this purpose, 90 right-handed children were selected with convenience method as the statistical sample and were divided into three groups (each group 30 subjects) of positive normative feedback, negative normative feedback and control based on their age, height, weight, hand length, arm length and pretest scores. Acquisition phase included 6 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative groups received normative feedback after each block in addition to real feedback. The transfer and retention tests were carried out immediately and after (delayed) the acquisition phase respectively. After checking the data normality and homogeneity of variances, data were analyzed with one-way ANOVA with repeated measures, one-way analysis of variance, and Bonferroni post hoc test (<em>P</em>≤0.05). There were significant differences in all three phases among the three groups and positive normative feedback group showed better performance (<em>P</em>=0.001). The findings showed that positive normative feedback had a facilitating effect on motor learning.
https://jsmdl.ut.ac.ir/article_55251_f91229de24acc4d684d7e5c88269caee.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723The Effect of Gymnastics Training on Neuropsychological Functioning of Children with Developmental Coordination DisorderThe Effect of Gymnastics Training on Neuropsychological Functioning of Children with Developmental Coordination Disorder2172385525210.22059/jmlm.2015.55252FAHojatAminiPhD Student of Motor Behavior, Faculty of Physical Education and Sports Sciences, University of Tehran, Tehran, IranAli AkbarJaberi MogadamAssistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20140415The aim of this study was to investigate the possible effects of gymnastics training on some neuropsychological functioning in male children with developmental coordination disorder aged between 8 and 10 in Tehran city. 34 children with developmental coordination disorder who aged between 8 and 10 and had referred to the clinics of occupational therapy and rehabilitation in Tehran in 2013 were selected using convenience and purposive sampling method and were randomly divided into experimental (<em>n</em>=19) and control (<em>n</em>=15) groups. For screening, Developmental Coordination Disorder Questionnaire and Raven's progressive matrices test were used. The dependent variables were assessed by Neuropsychological Conner Questionnaire. The experimental group received an 8-week (3 sessions per week, each session 45 min.) locomotor intervention of gymnastics protocol. Statistical analysis was performed using multivariate covariance analysis at <em>P</em>≥0.05 with SPSS16 software. The findings showed significant differences between control and experimental groups in all variables of executive functions (<em>P</em>≤0.001, <em>F</em>= 492.454<sup>a</sup>) and sensory – motor function (<em>P</em>≤0.001, <em>F</em>=285.693<sup>a</sup>). Accordingly, it can be concluded that gymnastics training can improve neuropsychological functioning in children with developmental coordination disorder.
The aim of this study was to investigate the possible effects of gymnastics training on some neuropsychological functioning in male children with developmental coordination disorder aged between 8 and 10 in Tehran city. 34 children with developmental coordination disorder who aged between 8 and 10 and had referred to the clinics of occupational therapy and rehabilitation in Tehran in 2013 were selected using convenience and purposive sampling method and were randomly divided into experimental (<em>n</em>=19) and control (<em>n</em>=15) groups. For screening, Developmental Coordination Disorder Questionnaire and Raven's progressive matrices test were used. The dependent variables were assessed by Neuropsychological Conner Questionnaire. The experimental group received an 8-week (3 sessions per week, each session 45 min.) locomotor intervention of gymnastics protocol. Statistical analysis was performed using multivariate covariance analysis at <em>P</em>≥0.05 with SPSS16 software. The findings showed significant differences between control and experimental groups in all variables of executive functions (<em>P</em>≤0.001, <em>F</em>= 492.454<sup>a</sup>) and sensory – motor function (<em>P</em>≤0.001, <em>F</em>=285.693<sup>a</sup>). Accordingly, it can be concluded that gymnastics training can improve neuropsychological functioning in children with developmental coordination disorder.
https://jsmdl.ut.ac.ir/article_55252_97adb8a1e9f8f52d92236ec0a926a3cb.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723A Comparison of the Effect of Cognitive Specific and General Imagery on Skills Performance of 7-10-Year-Old Soccer PlayersA Comparison of the Effect of Cognitive Specific and General Imagery on Skills Performance of 7-10-Year-Old Soccer Players2392515525310.22059/jmlm.2015.55253FAMehrzadKharestaniM.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran0009-0001-5333-7729MojtabaEsmaeeli AbdarM.Sc. of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranAhmadGhotbi VarzanehPhD Student of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, IranJournal Article20131018The aim of the present study was to examine the effect of different types of imagery on the skills performance of 7-10-year-old soccer players. 45 children (mean age 8.44±1.13 year) with similar imagery abilitywere selected and randomly assigned to three groups (each group 15 subjects). The training protocol was performed three sessions a week for 6 weeks. Data analysis indicated a significant difference between the groups in acquisition (<em>P</em>=0.001) and retention (<em>P</em>=0.002) phases. The results of Tukey post hoc test in the acquisition phase indicated no significant differences between cognitive specific imagery group and cognitive general imagery group (<em>P</em>=0.53) but there were significant differences between cognitive specific imagery group and traditional imagery group (<em>P</em>=0.006) and also between cognitive general imagery group and traditional imagery group (<em>P</em>=0.03). Also, in the retention phase, the results of Tukey post hoc test indicated significant differences between cognitive specific mental imagery group and traditional mental imagery group (<em>P</em>=0.002), between cognitive specific mental imagery group and cognitive general mental imagery group (<em>P</em>=0.037) and between cognitive general imagery group and traditional imagery group (<em>P</em>=0.001). With regard to the findings, the role of the cognitive specific imagery was in the center of attention more than before and soccer instructors and coaches are recommended to use this type of imagery.
The aim of the present study was to examine the effect of different types of imagery on the skills performance of 7-10-year-old soccer players. 45 children (mean age 8.44±1.13 year) with similar imagery abilitywere selected and randomly assigned to three groups (each group 15 subjects). The training protocol was performed three sessions a week for 6 weeks. Data analysis indicated a significant difference between the groups in acquisition (<em>P</em>=0.001) and retention (<em>P</em>=0.002) phases. The results of Tukey post hoc test in the acquisition phase indicated no significant differences between cognitive specific imagery group and cognitive general imagery group (<em>P</em>=0.53) but there were significant differences between cognitive specific imagery group and traditional imagery group (<em>P</em>=0.006) and also between cognitive general imagery group and traditional imagery group (<em>P</em>=0.03). Also, in the retention phase, the results of Tukey post hoc test indicated significant differences between cognitive specific mental imagery group and traditional mental imagery group (<em>P</em>=0.002), between cognitive specific mental imagery group and cognitive general mental imagery group (<em>P</em>=0.037) and between cognitive general imagery group and traditional imagery group (<em>P</em>=0.001). With regard to the findings, the role of the cognitive specific imagery was in the center of attention more than before and soccer instructors and coaches are recommended to use this type of imagery.
https://jsmdl.ut.ac.ir/article_55253_6adaf875ef173e93e6836ea4f03fa2f8.pdfUniversity of TehranJournal of Sports and Motor Development and Learning2008-93337220150723Validity and Reliability of Persian Version of Coping Style (Approach and Avoidance) Inventory in Iranian AthletesValidity and Reliability of Persian Version of Coping Style (Approach and Avoidance) Inventory in Iranian Athletes2532685525410.22059/jmlm.2015.55254FAMohsenPurmenatiM.Sc. of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranHassanGharayagh ZandiAssistant Professor, Department of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranElaheArab AmeriAssociate Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20141112Stress is a natural phenomenon in sport competitions. An athlete may maintain good performance and achieve success when he can deal with stress. The present study aimed at examining the validity and reliability of Anshel and Kaissidis’s Coping Style Inventory for athletes. To this end, this questionnaire was translated into Persian in several stages and sent to 7 sports psychologists to examine its content validity based on the criteria of content validity index and ratio. These experts approved the content validity of the Persian version. Subsequently, the questionnaire was distributed among 425 athletes with different skill levels in both team and individual sports. The data were analyzed using confirmatory factor analysis. The results showed good fit of the data to the model (<em>RMSEA</em>=0.048, <em>NFI</em>=0.927, <em>CFI</em>=0.945, <em>X<sup>2</sup>/df</em>=1.67). The internal consistency of the subscales was examined using Cronbach’s alpha formula. The alpha coefficients were found to be 0.763 and 0.814 for the subscales of approach style and avoidance style, respectively, which indicated good reliability of the scale. It can be concluded that Coping Style Inventory for athletes was an appropriate instrument to study sports stress and coping strategies in Iranian samples.Stress is a natural phenomenon in sport competitions. An athlete may maintain good performance and achieve success when he can deal with stress. The present study aimed at examining the validity and reliability of Anshel and Kaissidis’s Coping Style Inventory for athletes. To this end, this questionnaire was translated into Persian in several stages and sent to 7 sports psychologists to examine its content validity based on the criteria of content validity index and ratio. These experts approved the content validity of the Persian version. Subsequently, the questionnaire was distributed among 425 athletes with different skill levels in both team and individual sports. The data were analyzed using confirmatory factor analysis. The results showed good fit of the data to the model (<em>RMSEA</em>=0.048, <em>NFI</em>=0.927, <em>CFI</em>=0.945, <em>X<sup>2</sup>/df</em>=1.67). The internal consistency of the subscales was examined using Cronbach’s alpha formula. The alpha coefficients were found to be 0.763 and 0.814 for the subscales of approach style and avoidance style, respectively, which indicated good reliability of the scale. It can be concluded that Coping Style Inventory for athletes was an appropriate instrument to study sports stress and coping strategies in Iranian samples.https://jsmdl.ut.ac.ir/article_55254_aa436b2ef86b3ad6b9146d45274f346a.pdf