Research Paper I Open Access I Released under CC BY-NC 4.0 license
Ehsan Zarei Mahmoudabadi; Hamidreza Taheri; Mehdi Sohrabi
Abstract
Introduction: Manipulation and control of the environment improve motor skills, increase sports participation, and promote more active social engagement. These factors, in turn, enhance physical and motor competence. This study aimed to compare the effectiveness of traditional education and TGFU on the ...
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Introduction: Manipulation and control of the environment improve motor skills, increase sports participation, and promote more active social engagement. These factors, in turn, enhance physical and motor competence. This study aimed to compare the effectiveness of traditional education and TGFU on the perceived competence, sports participation, and basketball skills of 10-12-year-old students.Methods: The present study was quasi-experimental. The statistical population of the research included 10-12-year-old male students of Meybod City, 45 of whom were selected using the available purposive sampling method. The samples were randomly assigned into three groups of 15 people, including traditional training, TGFU training, and control groups. To collect data, a Sports Participation Motivation Questionnaire, Perceived Competence Scale, AAHPERD controlled dribble, and basketball passing tests were used. To analyze the data, analysis of covariance (ANCOVA) and Benferroni's post hoc tests were used 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 and TGFU groups were better than the control group (P≤0.05). Also, these results were significantly higher in the TGFU group than in the traditional group (P≤0.05).Conclusion: Teachers and coaches can use the TGFU teaching method to increase sports participation, improve students' competencies, and provide an attractive and motivating learning experience.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Amir Dana; Mansour Khalilzadeh Kouchameshki
Abstract
Introduction: The purpose of this research was to study the effect of timing the use of strategic self-talk on the performance and learning of novices.Methods: 36 new students in basketball skills were selected and randomly assigned into three pre-feedback strategic self-talk, post-feedback strategic ...
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Introduction: The purpose of this research was to study the effect of timing the use of strategic self-talk on the performance and learning of novices.Methods: 36 new students in basketball skills were selected and randomly assigned into three pre-feedback strategic self-talk, post-feedback strategic self-talk, and control groups. In each session, 60 practice trials were given from four points of the basketball arc. After every three trials, the coach gave feedback to the trainees about how to perform the skill. In the first experimental group, the novices were taught to use strategic self-talk after completing three practice trials 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, both training and feedback were given, but no self-talk was provided. Finally, two weeks after the end of the intervention, a retention test was held.Results: The two-factor analysis of variance results in the acquisition phase showed that the main effects of sessions (P=0.000), and group (P=0.024) on basketball shooting performance were significant. Also, the interactive effect of sessions and groups on basketball shooting performance was significant (P=0.001). Finally, strategic self-talk before providing feedback improved basketball shooting skill learning compared to strategic self-talk after providing feedback (P=0.007).Conclusion: It seems that strategic self-talk before providing feedback is beneficial for learning basketball shots due to the attention to error identification and the use of the coach's feedback for error correction.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Fereshte Hemmatizad; Mehdi Rafei Boroujeni; Hamid Salehi
Abstract
Introduction: This research aimed to determine the effect of task complexity on bilateral transfer in older adults.Methods: Thirty healthy elderly men and women, with a mean age of 68.5±7.4 years, were selected using a convenience sampling method. In the pretest phase, participants performed three ...
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Introduction: This research aimed to determine the effect of task complexity on bilateral transfer in older adults.Methods: Thirty healthy elderly men and women, with a mean age of 68.5±7.4 years, were selected using a convenience sampling method. In the pretest phase, participants performed three types of finger dexterity tasks of different complexity, including the Purdue Pegboard Test, O'Connor Dexterity Test, and the Mirror Purdue Pegboard Test with dominant and non-dominant hands. They then practiced one of the tasks six times with their dominant hand. Finally, in the post-test and retention phase, they performed the task again with their dominant and non-dominant hands. There was a week interval between the post-test and retention test of the first task and the beginning of the second task practice. The time to complete each task was normalized compared to the time to complete the task in the pre-test phase and the percentage of progress was calculated concerning this situation in different iterations. One-way Analysis of Variance and the Pearson Correlation Coefficient were used to analyze the data (P≤0.05).Results: The findings of the research showed that during the post-test and retention phase, there was a significant difference between the Purdue Pegboard Test and the Mirror Purdue Pegboard Test and also between the O'Connor Dexterity Test and the Purdue Pegboard Test in the non-dominant hand progress in performing finger dexterity skills with different complexity. Also, there was a significant correlation between the total practice time and the progress rate of the non-dominant hand in the Purdue task, and also between the progress rate of the dominant and non-dominant hands in the Purdue Pegboard Test and Mirror Purdue Pegboard Test.Conclusion: It seems that for older adults, compensatory mechanisms are involved in bilateral transfer in complex tasks.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Mahsa Gholizadeh Varaniab; Mansour Eslami; Mozhgan Memarmoghaddam; Masomeh Ghorbani marzoni
Abstract
Introduction: This study aimed to investigate the effect of dart-throwing training with the non-dominant arm on the transfer percentage of dart-throwing accuracy, variability, and movement coordination of the dominant arm.Methods: In a Quasi-experimental design, 24 eligible students were randomly assigned ...
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Introduction: This study aimed to investigate the effect of dart-throwing training with the non-dominant arm on the transfer percentage of dart-throwing accuracy, variability, and movement coordination of the dominant arm.Methods: In a Quasi-experimental design, 24 eligible students were randomly assigned to experimental and control groups. During 12 sessions, the experimental group threw darts with the non-dominant arm in five blocks of 10 trials, and the control group did not practice. The Noraxon IMU device was used to check the coordination and variability of the limb in the pre-test and post-test, and the radial error criterion was used to measure the accuracy. Variability and coordination data were analyzed using the SPM programming model in the MATLAB environment, and a two-way repeated measures ANOVA was used to analyze behavior data at a significance level of 0.05.Results: Radial error had a significant decrease of 27% (P=0.002) and the movement variability of the dominant arm showed a significant reduction in the range of 20 to 50% of movement after training (P<0.05); However, there was no significant difference in movement coordination in the experimental group after the training sessions (P>0.05). As a result, the transfer percentage of dart-throwing accuracy increased in the experimental group.Conclusion: This research showed the transition from the non-dominant to the dominant limb. The accuracy of throwing darts in the dominant arm increased, which was accompanied by a decrease in the movement variability of the participant's dominant arm. Therefore, coaches and therapists are advised to prevent a decline in individuals' performance by training non-dominant limbs in case of dominant limb injury.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Saeid Ahar; Hossein Samadi; Sakineh Jafari
Abstract
Introduction: Objective criteria for performance measurements are widely used in motor learning, development, and sports psychology, despite their inherent limitations. Due to the limitation in performance evaluation tools in team sports, the present research aimed to determine the validity and reliability ...
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Introduction: Objective criteria for performance measurements are widely used in motor learning, development, and sports psychology, despite their inherent limitations. Due to the limitation in performance evaluation tools in team sports, the present research aimed to determine the validity and reliability of the Persian version of the Perceived Performance in Team Sports Questionnaire (PPTSQ).Methods: The current research was a survey study. The statistical sample consisted of 100 professional athletes (52 women and 48 men) in team sports aged 18 to 32 who participated in the present research through available and purposive sampling. First, the accuracy of the translation of the Persian version of the questionnaire was confirmed using the back-translation method. Then, confirmatory factor analysis based on structural equation modeling was used to determine the structural validity of the questionnaire, and Cronbach's alpha coefficient was used to determine the internal consistency. Statistical analysis was performed using Lisrel software version 8.8.Results: The results showed that the first-order model is suitable concerning statistical indices (RMSEA=0.079), which confirmed the construct validity of this questionnaire in Persian. The second-order model also confirmed the validity of the constituent components of this questionnaire (RMSEA=0.073). Cronbach's alpha coefficient (α=0.92) and test-retest internal correlation (α=0.92) confirmed the reliability of the questionnaire.Conclusion: Based on the results, the Persian version of the perceived performance in team sports questionnaire has good and acceptable construct validity and internal reliability, and it can be used as a valid and reliable tool.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Niloufar Zamani Fard; Khajavi Daryoush; Ahmad Ghotbi Varzaneh
Abstract
Introduction: With the advent of research about the relationship between vision skills and sports performance, vision training was logical as the next step to provide an advantage for athletes. Therefore, the present study aimed to compare the effect of sports vision training and quiet eye training ...
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Introduction: With the advent of research about the relationship between vision skills and sports performance, vision training was logical as the next step to provide an advantage for athletes. Therefore, the present study aimed to compare the effect of sports vision training and quiet eye training on decision-making, gaze behavior, and learning tennis serves in novice tennis players.Methods: In this quasi-experimental research, which was conducted with a mixed design (within- and between- groups), 30 novice male tennis players from Khaneh-e-Isfahan complex, Isfahan City, with an age range between 20 to 30 years, were selected conveniently, and were assigned in two Quiet Eye training and Sports Vision training groups (15 people in each group). In the pre-test phase, the participants performed 12 tennis serves, and the participants' gaze behavior (quiet eye) was also measured during the trials. Also, the participants' tennis serve performances were recorded by a GoPro camera. Then, the experimental groups performed the determined training for eight weeks and three sessions per week and each session lasted for 30 minutes. After the end of 24 training sessions, the post-test phase was conducted. Two weeks after the last session, the retention phase was conducted. The obtained data were analyzed using the Mixed Model Analysis of Variance test.Results: The results showed that the quiet eye training resulted in better performance and learning of the tennis serve, a greater increase in the duration of the quiet eye period, and better decision-making compared to sports vision training (P<0.05).Conclusion: The results of this study emphasize the effectiveness of quiet eye training on motor and perceptual-cognitive skills compared to sports vision training.
