Nasrin Parsaei; Behrooz Abdoli; Mohammadkazem Vaez Musavi; Mohammadali Aslankhani
Abstract
The aim of this study was to predict expert archers’ performance on the basis of
psychological factors such as arousal, activation, anxiety, motivation and
personality characteristics with an emphasis on extraversion / introversion
dimension. In this predictive correlation study, 34 expert archers ...
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The aim of this study was to predict expert archers’ performance on the basis of
psychological factors such as arousal, activation, anxiety, motivation and
personality characteristics with an emphasis on extraversion / introversion
dimension. In this predictive correlation study, 34 expert archers were randomly
selected as the sample of the study out of the archers of national team (statistical
population). Skin conductance level was measured to assess arousal. To determine
trait anxiety, Sport Competition Anxiety Test (SCAT) and for state anxiety,
Competitive State Anxiety Inventory (CSAI-2) were used. Sport Motivation Scale
(SMS) was used to determine motivation. Extraversion / introversion level was
measured by eysenck personality questionnaire. Pearson correlation coefficient
was used to determine the level of correlation and linear multivariate regression
was used to predict subjects’ performance. The results indicated a significant
positive relationship between subjects’ performance and arousal, activation,
motivation (intrinsic, extrinsic) and extraversion / introversion whereas there was
no significant relationship between their performance and anxiety (trait, cognitive,
somatic) and consequently they could not predict performance. Also, the results
revealed that arousal and activation (P
Fatemeh Rezaee; Ahmad Farrokhi; fazlollah Bagherzadeh
Abstract
The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. ...
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The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. This study tried to investigate
the effect of motivational self-talk on performance of simple and complex skills.
Using a quasi-experimental method, 42 physical education students (20-25 years
old who had passed basketball 1 and 2 units) were selected to participate in this
study. Then, they were randomly divided into two equal groups (experimental and
control) and completed a 15-minute warm-up and task practice. Firstly, the
subjects performed a pre-test (without self-talk) including basketball passing test
(AAHPERD, 1996) as simple skill and basketball passing test (AAHPERD, 1984)
as complex skill. Then, the participants performed a post-test using self-talk with
the above tests. Statistical analysis was performed using independent t test and
paired sample t test by SPSS 11.5 at ??0.05. The results showed no significant
difference between experimental and control groups in pre-test in the performance
of simple (P=0.703) and complex (P=0.512) skills so both group were at the same
level of performance. Motivational self-talk improved the simple skill in the
experimental group (P=0.001). A significant difference (in favour of experimental
group) was observed in the improvement of the simple skill in the post-test of both
groups (P=0.004). Also, motivational self-talk improved the performance of
complex skill in the experimental group (P=0.001). A significant difference (in
favour of experimental group) was observed in the improvement of the complex
skill in the post-test of both groups (P=0.048). The mean difference in the simple
task (? x =0.94) and in the complex task (? x =0.48) between the two groups showed that
the mean difference of simple skill was higher than the complex skill. Generally,
the results showed that motivational self-talk improve the performance of both
skills while it influenced simple skill more than complex skill.
Saeed Kosari; Fatemeh Keyhani; Rasoul Hemayat talab; Elahe Arabameri
Abstract
The aim of this study was to investigate the effect of a selected physical activity
program on the development of motor skills in children with attention deficit /
hyperactivity disorder (ADHD) and high functioning autism (HFA). In this semiexperimental
research, 20 children (8.8+0.7 years old) with ...
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The aim of this study was to investigate the effect of a selected physical activity
program on the development of motor skills in children with attention deficit /
hyperactivity disorder (ADHD) and high functioning autism (HFA). In this semiexperimental
research, 20 children (8.8+0.7 years old) with HFA and 10 children
(7.9+1.4 years old) with ADHD based on pretest scores were randomly selected.
Bruininks – Oseretsky test of motor proficiency (BOTMP) for children with ADHD
and test of gross motor developmental – 2 for children with HFA were used.
Selected motor program (SPARK motor program) which included motor
strengthening activities, games and sports for children was performed 18 sessions
for ADHD children and 12 sessions for HFA children. K-S test to determine the
normality of data distribution and statistical t tests, Levene test and covariate
analysis were used to compare the means. The results showed the selected program
made significant changes in most variables in ADHD and HFA children in
experiment group but not in control group. According to the results of this
research, it is suggested that the selected physical activity program (SPARK) can
improve motor skills in children with ADHD and HFA.
Ahmad Ghotbi-Varzaneh; Mehdi Zarghami; Esmaiel Saemi; Farzad Maleki
Abstract
The present study aimed to examine throwing accuracy and spatial and digit
working memory of field dependent-independent participants. The group embedded
figure test (GEFT) was distributed among 320 male students and based on the
GEFT scores, 45 participants were randomly divided into field dependent, ...
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The present study aimed to examine throwing accuracy and spatial and digit
working memory of field dependent-independent participants. The group embedded
figure test (GEFT) was distributed among 320 male students and based on the
GEFT scores, 45 participants were randomly divided into field dependent, field
independent and control group (15 participants/each group). The study included
two tasks (dart throwing and spatial and digit working memory). In dart throwing
task, participants threw 10 darts in pre-test stage. In acquisition stage, participants
threw 60 darts in 6 blocks of 10 trials. The retention test included a block of 10
trials which was performed 24 hours after the acquisition stage. The spatial and
digit working memory test was performed individually with Cambridge brain
science software. Data were analyzed with 2-way analysis of variance with
repeated measures, one-way ANOVA test, Tukey post hoc test and Pearson
correlation coefficient. The results indicated that field independent participants
performed better in both tests of dart throwing and working memory than field
dependent participants. The findings indicated that higher scores of the GEFT task
demonstrated higher visuospatial ability (as a component of working memory) in
field independent participants which may cause a better performance in spatial
and digit working memory and dart throwing task.
Robabeh Rostami; Gholamhossien Nazemzadegan; Sousan Jabbari
Abstract
Psychological and educational findings show that preschool years play a very
important role in educating and developing children. One of the dimensions of
development is motor development. The survey of motor performance with respect
to anthropometric characteristic is of utmost importance. Thus, ...
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Psychological and educational findings show that preschool years play a very
important role in educating and developing children. One of the dimensions of
development is motor development. The survey of motor performance with respect
to anthropometric characteristic is of utmost importance. Thus, the aim of this
study was to survey the relationship between dimensional anthropometric
characteristic and motor performance and to determine the difference in motor
performance in all preschool children from Shiraz city (157 boys and girls aged
between 3 and 6). The method of this research was analytical descriptive.
Demographic information form, (AC) recording sheet and motor performance test
were used to collect data. One-way ANOVA, Pearson correlation coefficient and t
test were used to analyze the data. The results showed significant differences
between girls and boys in vertical jump (F=25.47, df=2, P?0.000) and horizontal
jump (F=14.15, df=2, P?0.000). 5-year-old subjects were stronger in vertical jump
and 4-year-old subjects in horizontal jump. Also, boys were better in vertical jump
(t=1.70, df=155, P?0.008) and ball throwing (t=1.98, df=155, P?0.030). In
investigation of the relationship between dimensional AC and motor performance,
weight and length dimension showed the highest relationship. The results showed
the gradual increment of muscular strength parallel with age. Gender difference
observed in some variables necessitates more research. It is suggested that other
samples and tools be used in anthropometric characteristics.
Fatima Bahrami; Ahmadreza Movahedi; Mohammad Marandi; Ahmad Abedi
Abstract
The aim of the present investigation was to determine the effect of two karate
techniques on the reduction in stereotypic behaviours in three 5-year-old boys with
autistic disorders. The study included three boys with autistic disorders. A singlesubject
method with A-B-A design was used. Participants ...
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The aim of the present investigation was to determine the effect of two karate
techniques on the reduction in stereotypic behaviours in three 5-year-old boys with
autistic disorders. The study included three boys with autistic disorders. A singlesubject
method with A-B-A design was used. Participants of the present study were
required to exercise two karate techniques (Zuki and Mae-Geri) for 12 weeks.
Changes in the severity of stereotypic behaviours were assessed by Gilliam Autism
Rating Scale (second edition) during intervention process and during one month
after intervention with one-week intervals. Results showed that with respect to
descriptive statistics and visual analytics, the karate techniques had an effect on all
three participants (PND=100% for first and third participants, PND=50% for the
second participant) and this reduction was maintained one month after the end of
the intervention. The findings of the present study indicated that teaching karate
techniques to autistic children dramatically decreased their stereotypic behaviours.
Abolfazl Shayan; Davood Homeniyan; Hossein AbediniParizi; Jamal Fazel Kalkhoran
Abstract
The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that ...
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The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that received either skilled
model or self-model. Three groups who watched the skilled model observed dart
throwing by a member of dart national team at first and at rest intervals whereas
self-model groups watched their own performance as a recorded movie. Selfcontrol
groups requested feedback from the examiner during their performance.
Yoked groups received feedback in those attempts on which self-control groups
requested feedback and experimenter-control groups received feedback by
examiner. Subjects trained for six days and then participated in the retention (after
48 hours) and transfer (immediately after retention) tests. The method of the study
was semi-experimental and data were analyzed using analysis of variance with
repeated measures, two-way analysis of variance and Bonferroni and Tukey post
hoc tests. Results showed that all six groups improved from pretest to acquisition,
retention and transfer. Regardless of the role of feedback, there was no difference
between skilled and self-model in any stages. Experimenter control feedback had
more efficiency than other feedbacks in the acquisition while self-control feedback
was better in retention and transfer. Furthermore, results showed that those
subjects who received self-control feedback had more learning when they observed
self-model. The main reason why self-model-self-control feedback group was better
than other groups could be the effect of motivational processes resulted from this
interaction and more coordination of this feedback with subjects’ demands.
Akbar Ghavami; Fatemeh Hosseini; Hasan Mohammadzadeh; Behnam Maleki; Hossien Borhani
Abstract
The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, ...
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The aim of this research was to investigate the effect of observing animated
model, static images and combined model on motor learning of handstand balance
skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental
groups: observation of animated model, static images, combined model. Subjects
trained handstand balance skill for three weeks (three sessions per week). Pretest,
acquisition test and retention test was performed for three groups. Subjects' scores
were obtained by calculating mean scores of three gymnastic referees based on
specific norm of Gymnastics Federation. The results of two-way ANOVA with
repeated measures showed significant effects of the three methods on motor
learning of handstand balance skill (pv=0.001). Also, the results showed no
significant difference between the combined model and animation model groups
(pv=0.156). Finally, both combined model and animation model groups were
better than static images group (pv=0.001). As a whole, results suggest that
observation of animation is a useful modeling method of learning handstand
balance skill in childhood. It is also suggested that static images be used along
with the animations as a supplement.
