Volume 17, Issue 4 , December 2025
Abstract
Research serves as a vital cornerstone for societal development and advancement. For societies to progress, it is essential to have institutions that actively promote and institutionalize a culture of research. In today's rapidly evolving scientific landscape, research into sports movements, motor development, ...
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Research serves as a vital cornerstone for societal development and advancement. For societies to progress, it is essential to have institutions that actively promote and institutionalize a culture of research. In today's rapidly evolving scientific landscape, research into sports movements, motor development, and learning is gaining momentum on a global scale. However, one fundamental principle that must always be prioritized is research ethics. Research ethics extends beyond mere legal or regulatory compliance; it embodies a core principle that every researcher should uphold—ensuring that research outcomes are not only scientifically valid and credible but also humane and ethically sound. In the field of sports science and motor learning, researchers often interact with a variety of human populations, including athletes, students, children, and other vulnerable groups. This reality heightens the ethical responsibilities that researchers bear. Foremost among these responsibilities are the protection of human rights, respect for the dignity and integrity of participants, the avoidance of exploitation in research settings, and the maintenance of strict confidentiality regarding personal information.
A fundamental principle of research ethics in this field is ensuring that participants possess a thorough understanding of the research procedures and their potential implications. Prior to starting any study, researchers must secure informed and voluntary consent from all participants, ensuring that there is no coercion or undue influence involved. Additionally, every effort must be made to uphold these ethical standards throughout the research process.
The ethical dissemination of research outcomes is equally vital. Upholding scholarly integrity requires that findings be presented transparently and without bias. Any distortion or manipulation of data undermines the scientific validity of the research and diminishes public trust in science overall.
Scientific journals and academic publications play a vital role worldwide in expanding the frontiers of knowledge, showcasing scientific achievements, providing platforms for recognizing scholars, faculty members, and researchers across disciplines, and fostering scientific and scholarly collaboration. In this context, the Journal of Sports and Motor Development and Learning aims to contribute meaningfully to this field by emphasizing adherence to ethical principles in both basic and applied research. We strongly believe that maintaining high ethical standards will empower the research community to generate valuable insights in sports science and motor learning, ultimately enhancing the quality of life.
In alignment with its strategic mission—and as a respected academic journal in the field of sports science within the country—the Journal invites all esteemed researchers to pursue their scholarly work with utmost integrity, steadfast adherence to ethical principles, and a commitment to transparency and fairness. In doing so, they will enhance the scientific discourse of the journal and contribute to the advancement of knowledge within the broader academic community.
Here's to the ongoing success of all researchers,
Mahmoud Sheikh
Editor-in-Chief
Journal of Sports and Motor Development and Learning
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Hanie Akbarabadi; Davoud Fazeli; Parvaneh Shamsipour
Abstract
Introduction: The present study aimed to investigate the effects of differential practice and contextual interference on the learning and mental representation of the golf stroke.
Methods: Fifty right-handed female students aged 20–35 with normal vision were purposefully selected from Alzahra ...
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Introduction: The present study aimed to investigate the effects of differential practice and contextual interference on the learning and mental representation of the golf stroke.
Methods: Fifty right-handed female students aged 20–35 with normal vision were purposefully selected from Alzahra University and randomly assigned to five groups: random differential learning, blocked differential learning, random contextual interference, blocked contextual interference, and control. To perform the task, standard golf balls and clubs, circular targets with an 11 cm diameter placed on a grass field (9×4 m), and a mental representation assessment software were used. In the pre-test, participants performed the mental representation assessment task and executed 15 golf putts from a distance of 3 meters. During the acquisition phase, they completed 12 blocks of 15 trials, following their group instructions. Twenty-four hours later, they participated in a retention test under the same conditions as the pre-test and then performed a transfer test consisting of 15 putts from a distance of 5 meters.
Results: The findings showed that during acquisition, the random differential learning group performed significantly worse than the other groups (P=0.001). In the retention test, the random differential and random contextual interference groups demonstrated higher accuracy than the blocked groups (P=0.001). In contrast, in the transfer test, the differential learning groups showed greater accuracy than all other groups. Moreover, mental representation during the retention test improved significantly in the random differential group compared to the pre-test (P=0.001).
Conclusion: Continuous variations in differential learning are likely due to factors such as the emergence of self- and context-dependent attractors and random fluctuations, leading to greater generalizability compared to contextual interference.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Shole Farahmand; Elahe Arabameri; shahzad tahmasebi boroujeni; Mehdi M Mirbagheri; morteza heidari
Abstract
Introduction: Studies that have examined the upper limb function of children with cerebral palsy and hemiplegia have mostly used single-handed tasks, including the constraint of the healthy hand technique; however, this method led to emotional problems in the child. This study aimed to investigate hand ...
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Introduction: Studies that have examined the upper limb function of children with cerebral palsy and hemiplegia have mostly used single-handed tasks, including the constraint of the healthy hand technique; however, this method led to emotional problems in the child. This study aimed to investigate hand function after bimanual handball training in children with hemiplegic cerebral palsy.Methods: Five children referred to Fakhr e Sadegh Clinic with a mean age of 10.2±2.28 years were selected via convenience sampling. Parents of the children completed the consent form. Each participant was tested once before and once after the training using the Purdue pegboard test, and one-handed, simultaneous bimanual, and sequential bimanual performance were assessed. The participants performed two 30-minute bimanual exercise sessions per week for a total of six weeks.Results: The results were analyzed using SPSS 27 software. Paired t-test showed that performance of the less affected hand (p=0.03) and sequential bimanual coordination (p=0.00) increased significantly, while simultaneous bimanual coordination (p=0.08) did not improve significantly. Also, the Wilcoxon test did not show a significant improvement in the more affected hand (p=0.06).Conclusion: It seems that the use of bimanual handball catching exercises can be effective in improving sequential bimanual coordination and the function of the less affected hand in children with hemiplegic cerebral palsy and can be used as an intervention method in motor rehabilitation of these children.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Mahdi Rahzani; Jalil Moradi
Abstract
Introduction: Vision is one of the most important senses in learning motor skills, and in this regard, the role of visual illusion is very important; therefore, this research was conducted to investigate the effect of visual illusion on learning dart-throwing skills in beginners.Methods: The participants ...
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Introduction: Vision is one of the most important senses in learning motor skills, and in this regard, the role of visual illusion is very important; therefore, this research was conducted to investigate the effect of visual illusion on learning dart-throwing skills in beginners.Methods: The participants included 20 teenagers with an average age of 17 years, who were selected through convenience sampling from the population of secondary school students. After the pre-test, the participants were assigned to two groups: experimental (modified darts with visual illusion) and control (normal darts). Both groups performed 10 practice sessions. Immediately after the practice sessions, the post-test was administered; two hours after the post-test, the immediate retention and transfer tests were conducted; and one week later, the delayed retention and transfer tests were carried out. For data analysis, mixed-design analysis of variance and Bonferroni's post hoc test were used.Results: The results showed that in both the experimental and control groups, a significant improvement was observed in dart-throwing performance from the pre-test to the post-test (p < 0.05). However, comparison between the experimental and control groups showed no significant difference between the two groups in all phases of acquisition, retention, and transfer.Conclusion: In general, the results showed that perceiving the target as larger does not affect the performance and learning of dart-throwing skills and probably does not influence the motor control system. It is suggested that the effect of visual illusion needs to be investigated under new conditions in future research.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Moniralsadat Arvin; Zohreh Meshkati; Rokhsareh Badami
Abstract
Introduction: Executive functions are a vital indicator of athletic success, and one of the interventions that can influence them is Quadrato motor meditation. The present study aimed to investigate the effect of these trainings at the behavioral level on the executive function of semi-skilled athletesMethods: ...
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Introduction: Executive functions are a vital indicator of athletic success, and one of the interventions that can influence them is Quadrato motor meditation. The present study aimed to investigate the effect of these trainings at the behavioral level on the executive function of semi-skilled athletesMethods: One hundred semi-skilled female athletes aged 15 to 18 years were selected via convenience sampling from shooters in Yazd province and randomly assigned to experimental and control groups. Each component of executive function was assessed in separate sessions. The Quadrato motor meditation intervention was performed for 28 days, six minutes per day. The post-test was then administered following the same protocol as the pre-test. Data were analyzed using multivariate and univariate analysis of covariance (ANCOVA) in SPSS software, with a significance level set at p<0.05.Results: The findings showed that Quadrato motor trainings were effective in increasing scores in interference and asymmetries of response from the response inhibition dimension, the two subcategories, and persistence from the cognitive flexibility dimension, and also in improving performance in the working memory dimension during the post-test phase. These improvements amounted to 12.6% in response inhibition, 21.6% in working memory, and 18% in cognitive flexibility.Conclusion: The results of this study are consistent with structural and functional brain research. Quadrato motor meditation training had a positive effect on the three core components of executive function at the behavioral level and could serve as an appropriate intervention to enhance executive functioning in athletes.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Ahmad Nikravan; Zahra Jafarzade; Mohammadali Salianeh
Abstract
Introduction: Variation in the reception of information from depth receptors and environmental information can affect performance. The present study aimed to compare the effect of walking exercises with variable speeds on different surfaces—as task and environmental constraints—on balance ...
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Introduction: Variation in the reception of information from depth receptors and environmental information can affect performance. The present study aimed to compare the effect of walking exercises with variable speeds on different surfaces—as task and environmental constraints—on balance and fear of falling.Methods: The present study was conducted as a pretest-posttest with a control group. A total of 21 elderly women over 60 years old in Semnan were selected through purposive sampling and were randomly assigned to three groups. The fixed-constraint practice group performed walking exercises at a constant speed on a flat and smooth surface, while the variable-constraint exercise group performed balance and strength walking exercises with variable speed on an uneven and slippery surface. Mixed model analysis of variance was used to analyze the data.Results: The results showed that participants’ improvement due to the effect of the exercises on both balance and fear of falling variables was significant. The results confirmed the different effects of variable balance and strength walking and variable speed exercises on balance (p=0.042); however, no statistically significant difference was observed among the three groups in the variable of fear of falling (p=0.208).Conclusion: In general, based on the results, walking practice at variable speeds along with manipulation of environmental constraints can be much more effective for improving balance. Accordingly, it is suggested that this type of exercise can be considered as a therapy and rehabilitation activity in centers working with the elderly.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Razie parnow; Ayoob Sabaghi; Behrooz Ebrahimi
Abstract
Introduction: This study aimed to compare the effects of linear and nonlinear teaching methods of Heidelberg Ball School games on physical activity levels, self-efficacy, and enjoyment of activity in girls aged 7 to 9 years.Methods: This quasi-experimental study was conducted with 30 girls aged 7 to ...
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Introduction: This study aimed to compare the effects of linear and nonlinear teaching methods of Heidelberg Ball School games on physical activity levels, self-efficacy, and enjoyment of activity in girls aged 7 to 9 years.Methods: This quasi-experimental study was conducted with 30 girls aged 7 to 9 years, who were assigned to two groups of 15 (linear and nonlinear teaching). The intervention consisted of 8 weeks of training (three sessions per week). Participants' physical activity levels were measured during the intervention and two months post-intervention using the Youth Physical Activity Questionnaire (Zamani et al., 2019). Additionally, the Self-Efficacy and Enjoyment of Physical Activity questionnaires by Murano et al. (2019) were administered before and after the intervention.Results: The results of mixed ANOVA analysis revealed that the nonlinear teaching approach had a significant effect on increasing physical activity levels, self-efficacy, and enjoyment of physical activity (P<0.05). The main effect of group was significant across all dependent variables, indicating notable differences between the linear and nonlinear groups. However, the main effect of time and the interaction effect of time × group did not reach statistical significance for any of the dependent variables (P>0.05).Conclusion: The nonlinear teaching of Heidelberg Ball School games, by enhancing self-efficacy and enjoyment of physical activity, has a greater impact on improving and sustaining physical activity levels among 7- to 9-year-old girls compared to linear teaching. These findings can serve as a scientific basis for designing more effective educational programs to promote children's participation in physical activities.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Moslem Tarajian; ali heyrani
Abstract
Introduction: Aging, a significant stage of human development, is typically accompanied by substantial changes across all dimensions of growth. These changes, after a slow and gradual period during middle age, accelerate thereafter. Therefore, the present study aimed to investigate the effects of fall-proof ...
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Introduction: Aging, a significant stage of human development, is typically accompanied by substantial changes across all dimensions of growth. These changes, after a slow and gradual period during middle age, accelerate thereafter. Therefore, the present study aimed to investigate the effects of fall-proof and multicomponent exercises on balance performance, cognitive functions, and reaction time in elderly men.Methods: In this quasi-experimental study, 45 elderly men aged 65 to 75 years were selected through simple random sampling and assigned to three equal groups: a fall-proof training group, a multicomponent training group, and a control group. Data collection was conducted using the Brief Cognitive Status Test, the Balance Performance Scale, and the Reaction Time Test. Data were analyzed using repeated-measures analysis of variance to examine the effect of time (measurement occasions), and one-way analysis of variance was employed to assess between-group differences in the post-test and follow-up test.Results: According to the findings, the research variables in both training groups showed significant improvement from pre-test to post-test (p < 0.01), whereas no such improvement was observed in the control group. The results also indicated significant differences between the means of the two experimental groups and the control group in both the post-test and follow-up stages (p < 0.01).Conclusion: The findings demonstrated that both fall-proof and multicomponent training programs resulted in improvements in cognitive and motor functions among the elderly participants in this study. Therefore, it is recommended that these training programs be utilized as effective and appropriate training methods for elderly individuals in this age group.
