Research Paper I Open Access I Released under CC BY-NC 4.0 license
Attieh Miranzadeh Mahabadi; Elahe Erabameri; Fazlolah Bagherzadeh; Davood Homaniyan
Abstract
Children in preschool are at an optimal time for the development of gross and fine motor skills. Visual-motor integration is an important perceptual-motor skill that children need to acquire in order to function successfully before formal schooling commences. In this study were investigated the effect ...
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Children in preschool are at an optimal time for the development of gross and fine motor skills. Visual-motor integration is an important perceptual-motor skill that children need to acquire in order to function successfully before formal schooling commences. In this study were investigated the effect of three motor intervention programs (gross, fine, & gross-fine)on visual-motor integration in 80 children who presented below average VMI skills scores. From these participants three experimental (n=60)and a control group (n=20)were randomly selected. The experimental groups participated in a 12 week intervention program of three 45 minutes sessions per week. The Beery-Buktenica developmental test of visual-motor integration 6th edition was used to measure the participants VMI skills. Mixed ANOVA with repeated measures and LSD post hoc test was used to analyze effects of motor intervention programs
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Foad Niknasab; Mohammadreza Zareli; Ali Fakorean; Reza Sharbatzadeh
Abstract
Anxiety and self-confidence are factors that affect performance. The aim of this study was to examine the effect of mindfulness and mental imagery training on the psychophysiological response of anxiety and self-confidence in students’ officer. This method was semi-experimental. 45 male officers ...
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Anxiety and self-confidence are factors that affect performance. The aim of this study was to examine the effect of mindfulness and mental imagery training on the psychophysiological response of anxiety and self-confidence in students’ officer. This method was semi-experimental. 45 male officers who voluntarily participated in this study and randomly assigned to two experimental groups (mindfulness and mental imagery) and one control group. The score of anxiety and self-confidence, as well as levels of salivary cortisol were measured in three groups. The experimental groups performed 6 sessions of specific training. Finally, the post-test has conducted in three groups according to the pre-test. The results indicated that mindfulness and imaging training had a significant effect on the level of salivary cortisol, anxiety, and self-confidence. Moreover, there was no significant difference between the groups in terms of effectiveness (p > 0.05). In general, it can be concluded that mindfulness and mental imagery training could be a strategy to reduce anxiety and improve self-confidence in officer students. Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Fatemeh Baradaran; Shila Safavi Homami; Salar Faramarzi
Abstract
The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a ...
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The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
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
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Zohreh Khalilpour; Mohammadtaghi Aghdasi; Seyed Hojjat Zamani Sani
Abstract
It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps ...
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It is the basis of every human being's progress in learning, which is in fact one of the most difficult concepts to define. In a successful educational system, students' learning style is always considered as one of the factors affecting academic achievement. Knowledge of students' learning style helps teachers to make optimal use of various learning styles and adopt appropriate teaching methods.The present study was conducted to investigate the relationship between learning styles and cognitive styles among male and female students with the moderating effect of academic levels and gender. For this purpose, 350 undergraduate and graduate students were selected by cluster random sampling method and completed questionnaires of Kolbe's learning styles (1985) and Whitkin's cognitive styles (1971). Data were analyzed using Pearson correlation, independent t-test and multivariate analysis of variance. Results showed that there is no significant correlation between cognitive styles and variables related to learning styles. Also, there was no significant correlation between age and cognitive styles and variables of learning styles, except in active experiments. However, there was a significant correlation between learning styles. The results of group differences showed that undergraduate students tend to be more dependent on the cognitive style than those of masters and boys. There was no statistically significant difference between educational levels and gender in learning styles. Undergraduate students are more inclined toward contextual cognitive styles than graduate students and boys than girls, and style and gender seem to interact with preferences.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Rifat Al-Hajjaj; Mehdi Sohrabi; Aireza Saberi Kakhki; Seyed Reza Attarzade Hosseini
Abstract
The aim of the study was to investigate the psychometric properties of the Iraqi version of the Gross Motor Development Test - Third Edition TGMD-3 in Iraqi children aged 5 to 9 years. The second aim of this study was to compare the development of gross motor skills of Iranian and Iraqi children. The ...
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The aim of the study was to investigate the psychometric properties of the Iraqi version of the Gross Motor Development Test - Third Edition TGMD-3 in Iraqi children aged 5 to 9 years. The second aim of this study was to compare the development of gross motor skills of Iranian and Iraqi children. The participants were selected from 400 people by cluster sampling method from Iraq and were evaluated using TGMD-3 test. Finally, 30 Iraqis in the age group of 8-9 years were randomly selected and compared with a similar group of 30 Iranian children. Cronbach's alpha, Pearson correlation coefficient, factor analysis and t-test were used to analyze the data. Internal consistency reliability coefficients for locomotor, ball skills and total scores were 0.77, 0.85 and 0.87; test-retest reliability coefficients were 0.89, 0.90 and 0.91; inter-rater reliability coefficients were 0.77, 0.85 and 0.88; intera-rater coefficients were 0.66, 0.80 and 0.84, respectively. Also, there was no significant difference between the performance of Iranian and Iraqi children in the subtests of locomotor and ball skills and the total score of gross motor skills (P <0.05). Due to the confirmation of validity and reliability, this test can be used with confidence to evaluate the development of gross motor skills. The results obtained are limited to the Iraqi boy community of 5 to 9 years, and additional studies are needed in the future for use in the girl community and other age groups.
