Research Paper I Open Access I Released under CC BY-NC 4.0 license
Morteza Pourazar; Fazollah Bagherzadeh; Davood Hoominian
Abstract
Introduction: The present study aimed to investigate the effect of training interventions using the Virtual Reality (VR) approach on the proprioceptive function of elbow joints in children with hemiplegia.Methods: Twenty boys with cerebral palsy, aged 7 to 12 years, were selected based on available sampling ...
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Introduction: The present study aimed to investigate the effect of training interventions using the Virtual Reality (VR) approach on the proprioceptive function of elbow joints in children with hemiplegia.Methods: Twenty boys with cerebral palsy, aged 7 to 12 years, were selected based on available sampling by referring to special schools in Tehran and were randomly assigned into two experimental and control groups. Kinect Xbox 360 device (Microsoft, New York, USA) was used as a therapeutic tool for VR interventions. A gyroscope device was used to measure the elbow’s joint position sense. The experimental group participated in the VR program, but the control group continued their traditional therapy program. Paired sample t-test and independent sample t-test were used at the P<0.05 level of significance using SPSS version 18 software.Results: In pre-test phase, no significant difference was found in the joint position sense (t=0.07, df=18, p=0.944). In post-test phase, VR training led to better scores for the experimental group (t=2.3, df = 18, p=0.03). Based on the results of the paired sample t-test, VR training resulted in significant improvement in the joint position sense of experimental group (t=4.061, df = 9, p=0.003).Conclusion: VR can be used as a suitable therapy method to improve the proprioceptive sense in hemiplegic cerebral palsy children. This type of therapy resulted in a significant improvement in the joint position sense of hemiplegic cerebral palsy children, as it lets them explore new experiences that would be difficult or dangerous for them under normal situation.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Moazameh Bahramnejad; Mansoureh Hajhosseini; Sayedeh Khadijeh Amirian
Abstract
Introduction: Being responsible and having responsible behavior is the goal of many teachers who try to make students achieve this important thing to witness responsible students in the future. Considering the importance of this issue, especially in the field of physical education, the present study ...
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Introduction: Being responsible and having responsible behavior is the goal of many teachers who try to make students achieve this important thing to witness responsible students in the future. Considering the importance of this issue, especially in the field of physical education, the present study aimed to validate the Student’s Responsibility in Physical Education Scale (SRIPES).Research method: Firstly, the Student’s Responsibility in Physical Education Scale was translated into the Persian language to calculate its validity and reliability and report the construct validity. In the implementation stage, the distribution of questionnaires was done in two stages; In the first stage, questionnaires were given to the students to analyze the exploratory factor, and in the second stage, the questionnaires were given to the students to analyze the confirmatory factor and convergent validity. In this research, 400 students (250 girls and 150 boys) were selected among 500 fifth and sixth-grade boys and girls students, using a convenient sampling method.Findings: "Effort", "following class rules" and "self-management" had the greatest effect on the responsible behavior construct. The reliability of the research was also evaluated as 0.7, which was favorable.Conclusion: Six factors were identified in the exploratory factor analysis. Items 1, 7, 13, 9 belong to the “Effort” factor, items 2, 8, 14, 20 belong to the “Self-directed” factor, items 3, 9, 21, 25 belong to “following the class rules” factor, items 4, 10, 16, 22, 15 belong to “Respect others” factor, items 5, 11, 17, 23, 26 belong to “Help others”, and items 6, 12, 18, 24 belong to “Cooperation (participation)” factor. Confirmatory factor analysis also confirmed this six-factor model. Using this tool, it is possible to check responsibility in boys and girls students.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Kosar Esmaeili; Ebrahim Mohammad Ali Nasab Firouzjah; Morteza Homayounnia Firouzjah; Heather Hower
Abstract
Introduction: Falling is one of the serious issues of old age that occurs due to many factors. This research aimed to compare static and dynamic balance, walking speed, spinal curvature, and central stability of elderly people with and without a history of falling.Methods: The current research was a ...
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Introduction: Falling is one of the serious issues of old age that occurs due to many factors. This research aimed to compare static and dynamic balance, walking speed, spinal curvature, and central stability of elderly people with and without a history of falling.Methods: The current research was a causal-comparative research. 60 elderly women aged between 60 and 70 from Tabriz voluntarily participated in the research. The participants were assigned into two groups with and without a history of falling. The fall history of the participants was measured by the Fall Efficacy Scale. The static and dynamic balance were evaluated by Sharpened-Romberg and Timed Up and Go tests, respectively. Walking speed was measured with a 10-meter walk test, core stability was measured with McGill endurance tests, and spinal curvature was measured with a flexible ruler. Independent t-test was used to compare the mean variables in two groups.Results: The results showed a significant difference between the static and dynamic balance indices, lumbar spine curvature, walking speed, and core stability in the elderly with and without a history of falling. However, there was no significant difference between the curvature index of the lumbar spine in the elderly with and without a history of falling.Conclusion: According to the research results, it seems necessary to develop and improve the indices of balance, walking speed, and core stability in people with a history of falling.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
fatemeh zamani; Mohammad Taghi Aghdasi; Zahra Fathirezaie
Abstract
Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school ...
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Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school were selected conveniently and were assigned into one of four groups: divergent learning style with low/high emotional intelligence and convergent learning style with low/high emotional intelligence. After the pre-test and passing the course in an educational environment by using the cooperative learning model, the participants took part in the immediate retention, retention, and transfer tests. The measurement tools were Kolb's learning styles questionnaires, Goleman's emotional intelligence questionnaires, and the French and Cooper volleyball tests. In the data analysis, the mean and standard deviation were used in the descriptive statistics section; and in the inferential statistics section, the analysis of variance with repeated measurements and mixed model (4x4) were used at a significance level of 0.05.Findings: The findings indicate that there is a significant difference between the amount of immediate retention, retention, and transfer of volleyball setting skills in a cooperative way in groups with convergent and divergent learning styles and with high and low emotional intelligence; as in the immediate retention, retention, and transfer stages of the group with divergent learning style and high emotional intelligence got the highest score and the group with convergent learning style and low emotional intelligence got the lowest score.Conclusion: it is important to pay attention to the role of learning styles and emotional intelligence of students in teaching setting skills. In addition, it seems that the cooperative learning model is considered a suitable method to use during sports hours.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Amineh Eslamizad; ZAHRA Entezari khorasani
Abstract
Background: Identifying the theoretical frameworks and intervention components in socio-economically deprived communities to improve their performance in various aspects of development, can be effective. Therefore, there is a need to review more recent literature that reports the effectiveness of interventions ...
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Background: Identifying the theoretical frameworks and intervention components in socio-economically deprived communities to improve their performance in various aspects of development, can be effective. Therefore, there is a need to review more recent literature that reports the effectiveness of interventions for people living in a socio-economically deprived society. This study aimed to investigate the effect of teaching games for understanding approach on fundamental motor skills and executive functions in economically deprived children.Methods: This quasi-experimental research was an applied one in terms of purpose with a pre-test and post-test design. For this purpose, thirty 7 to 9-year-old children from the economically deprived areas of Kahnouj City were randomly assigned into two groups including the non-linear approach (the teaching games for understanding) and the linear approach. The research participants were trained for eight weeks. Before and after the eight weeks of training, the test of gross motor development-2 and the executive functions questionnaire scores were recorded.Results: The results of this research showed that the teaching games for understanding approach compared to the linear approach has a greater effect on the subscales of fundamental motor skills and executive functions of economically deprived children (P≤0.05).Conclusion: Engaging in cognitive activities in the teaching games for understanding approach improves fundamental motor skills and executive functions.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Samira Afzali; Keyvan MolaNorouzi
Abstract
Introduction: The present study aimed to determine the effectiveness of mindfulness training and PETTLEP imagery on competitive state anxiety and the performance of equestrian athletes.Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test design and a control group, ...
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Introduction: The present study aimed to determine the effectiveness of mindfulness training and PETTLEP imagery on competitive state anxiety and the performance of equestrian athletes.Methods: In this quasi-experimental study, which was conducted with a pre-test-post-test design and a control group, 30 professional adult equestrians were selected conveniently and were randomly assigned into three Mental Imagery, Mindfulness, and Control groups. In the pre-test and the post-test phases, the participants completed the Persian version of the Competitive State Anxiety Inventory-2, and then their jumping performance was measured in a simulated competition by the jury. In the intervention stage, a 90-minute session was held in 6 weeks, in which the training groups dealt with the desired interventions. Data were analyzed using dependent t-tests, Univariate, and Multivariate Analyses of Covariance with Bonferroni's post hoc test.Results: The study's results showed that mindfulness has a significant effect on sports performance (P=0.025), physical anxiety (P=0.030), cognitive anxiety (P=0.015), and self-confidence (P=0.0001). Also, imagery 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 and imagery on the anxiety, self-confidence, and performance of equestrian athletes in show jumping discipline (P<0.05).Conclusion: In general, the results of the study suggest the use of mindfulness training and PETTLEP mental imagery interventions as practical, safe, and effective training methods to reduce competitive state anxiety, and to improve the performance of equestrian athletes in show jumping discipline.
