Research Paper I Open Access I Released under CC BY-NC 4.0 license
Parvaneh Shamsipour Dehkordi; Behrouz Abdoli; Mehdi Namazizadeh; Hassan Ashayeri
Abstract
The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color ...
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The aim of this study was to compare the effect of time courses of interference and retention test on implicit motor memory consolidation. 60 right-handed female students who had cognitive, mental and physical health and novice at performing alternating serial reaction time task (ASRTT) and serial color matching task (SCMT) (mean age=21.95+1.95 years) were randomly divided into three groups of interference with distances of 6, 24 and 72 hours after the practice session. In the acquisition phase, all groups practiced the ASRTT in 25 blocks of 80 trials in one day. Then, they participated in the second interference task (SCMT) 6, 24 and 72 hours after the practice session and participated in the retention test 24 hours later. In the acquisition phase, subjects’ performance improved with an increase in the practice trials and they had better performance in the 5th practice block (P<0.001). In retention test, there was no significant difference between mean reaction time in the 5th practice block and retention test of the first group (interference with the 6 hours distance). There was a significant difference between mean reaction time in the 5th practice block and retention test of the second group (interference with the 24 hours distance) and the third group (interference with 72 hours distance). The third group (interference of 72 hours distance) had the best performance while the first group (interference with the 6 hours distance) had the weakest performance. Therefore, the interference distances of 24 and 72 hours after the acquisition session led to memory consolidation.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Somayeh Jokar Tang Karami; Mahmood Sheikh; Fazlollah Bagherzadeh
Abstract
Developmental coordination disorder (DCD) is a motor disorder which involves gross and fine motor skills and coordination. The aim of this study was to investigate the effect of a period of selected physical activity on improving gross motor skills in female children with developmental coordination disorder ...
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Developmental coordination disorder (DCD) is a motor disorder which involves gross and fine motor skills and coordination. The aim of this study was to investigate the effect of a period of selected physical activity on improving gross motor skills in female children with developmental coordination disorder (DCD). In this semi-experimental study, the sample consisted of 30 students with DCD who were selected from 400 female children in second grade of elementary school in Shiraz city by a researcher-made questionnaire and the Movement Assessment Battery for Children (MABC). The subjects were divided randomly into control (n=15) and experimental (n=15) groups after the pretest using Ulrich test for gross motor skills version 2000 (TGMD2). The experimental group performed the selected motor program for 12 sessions (3 days a week, 45 minutes per day) while the control group had their normal daily activities. Then, a posttest was held for both groups. The analysis of variance 2´2 was used for data analysis (P≤0.05). The results showed that selected physical activity had a significant effect on improving gross motor skills in children with DCD (P=0.001). Therefore, it is suggested that selected physical activities should be available for teachers and should be performed in physical education courses at schools in order to improve gross motor skills and consequently improve developmental coordination disorder in children
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Mina Emami Arandi; Ali Akbar Jaberi Moghaddam; Ahmad Farokhi
Abstract
The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest ...
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The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest design with a control group. Instructional self-talk and knowledge of performance feedback were used in this study. After the pretest, each group had 4 practice sessions in the acquisition phase; then, they had posttest and 72 hours later they had retention test. One-way ANOVA and Tukey post hoc test were used to analyze data. Results indicated those subjects who used ST achieved better acquisition and retention scores than the other groups (P<0.05). ST was more effective than KP in the acquisition of chest pass skill. ST and KP can lead to a better and faster development of learning in the early phases
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Franak Poorhosseini; Shahzad Tahmasebi Boroujeni
Abstract
The aim of this study was to investigate the effect of music types on depth perception during fatigue. Statistical population consisted of female students of Faculty of Physical Education at University of Tehran. 45 subjects (mean age 23.3 ± 2.16 years) voluntarily participated in this study. ...
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The aim of this study was to investigate the effect of music types on depth perception during fatigue. Statistical population consisted of female students of Faculty of Physical Education at University of Tehran. 45 subjects (mean age 23.3 ± 2.16 years) voluntarily participated in this study. Participants were divided into three groups: slow music, fast music and control. Initially, all subjects participated in the pretest of depth perception using depth perception apparatus. Then, they received a similar exercise until reaching the threshold of exhaustion. After reaching fatigue, their error of depth perception was reassessed. Then, participants were asked to listen to the music specific to each group for 3 minutes in order to assess the effect of music on their depth perception during fatigue. Their depth perception was immediately measured as the posttest. Analysis of variance with repeated measures and one-way analysis of variance were used to analyze the data. The results showed that fast music did not significantly change depth perception error (P=0.602), but slow music significantly reduced this error (P=0.006).
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Hamid Salehi; Somayeh Shahdousti; Mehdi Rafaei Boroujeni; Maryam Nezakatalhosaini
Abstract
To create more efficient learning environments, the learner’s role and his/her influence on the learning process should be considered. The aim of this study was to determine the way self-controlled practice affected performance and learning of motor patterns. 60 female undergraduate students (mean ...
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To create more efficient learning environments, the learner’s role and his/her influence on the learning process should be considered. The aim of this study was to determine the way self-controlled practice affected performance and learning of motor patterns. 60 female undergraduate students (mean age = 20.73 yr., SD = 2.98) were randomly assigned to four groups that ordered self-controlled practice or three yoked-to-self-controlled. In the acquisition phase, the self-controlled group was told they could choose whichever of three motor patterns they wanted before they practiced each trial. Each self-controlled participant’s practice schedule was served as the predetermined practice schedule for each corresponding participant in the yoked control groups. The yoked control participants practiced the tasks with high, low, or no (classic yoked-control) variability. The results showed that the self-controlled group performed the tasks faster than the other yoked control groups in both the acquisition phase and the retention tests. The findings suggest that if the learners are allowed to choose the sequence of practice in multiple motor skills, this would have facilitating effects on their performance and motor learning.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Valiollah Kashani; Mahshid Babaei; Behrouz Gol Mohammadi
Abstract
The aim of this study was to determine validity and reliability of the Persian version of the Flow in Computer Games Questionnaire so that the flow performance in computer gamers can be evaluated. 400 gamers (237 males; 163 females) were selected by random cluster sampling method and completed the Persian ...
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The aim of this study was to determine validity and reliability of the Persian version of the Flow in Computer Games Questionnaire so that the flow performance in computer gamers can be evaluated. 400 gamers (237 males; 163 females) were selected by random cluster sampling method and completed the Persian version of the Flow in Computer Games Questionnaire. In the first step, translation accuracy of the Persian version was confirmed through back translation method. Then, confirmatory factor analysis based on structural equations model was used to determine construct validity while Cronbach alpha coefficient was applied to determine internal consistency. Intra-class correlation in test-retest method was administered for temporal reliability of the items. The results indicated acceptable fit indices (CFI=0.92, TLI=0.75, RMSEA=0.062), internal consistency (ɑ=0.75) and temporal reliability (ICC=0.85) for the Persian version of the Flow in Computer Game Questionnaire. The results supported the multifactor structure and 23 items of the Flow in Computer Games Questionnaire. Therefore, the Persian version of the Flow in Computer Game Questionnaire has an acceptable validity and reliability among computer gamers and it can be used as a valid and reliable tool to evaluate the flow performance of these gamers in Iran.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Mansoureh Mokaberian; Shamsollah Nooripour
Abstract
Reflexes are body automatic and involuntary responses to a variety of stimuli such as pressure, sound and tactile stimulation which are used as means to determine the level of neurological maturation and to diagnose central nervous system disorders. The aim of this study was to investigate the effect ...
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Reflexes are body automatic and involuntary responses to a variety of stimuli such as pressure, sound and tactile stimulation which are used as means to determine the level of neurological maturation and to diagnose central nervous system disorders. The aim of this study was to investigate the effect of mothers’ tactile kinetic stimulations on reflex state of preterm neonates. For this purpose, 40 infants and mothers were purposively selected from infants hospitalized in neonatal ward of Amiralmomenin hospital in Semnan city during one to two months and were randomly divided into experimental and control groups. Then, mothers of experimental group conducted tactile kinetic stimulations on their infants until the completion of fetal period (40 weeks of gestation) 3 times a day, 20 minutes each time whereas the control group received only the usual care. Neonatal Behavioral Assessment Scale was used to evaluate reflex state of neonates before and after the intervention. The results of mixed ANOVA showed that although reflexes of premature neonates in the experimental group improved more than the control group, this increase was not significant (P≥0.05). However, given these results, it can be said that tactile kinetic stimulations can be a solution to improve the reflex state of preterm neonates and more time frame is probably required to reveal the beneficial effects of intervention.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Hesam Ramezanzade; Marziyeh Doraneh Kord
Abstract
The aim of this study was to investigate the interactional effect of instruction type of attention focus and two methods of learning (errorless and errorful) on performance and learning of dart throwing skill. It is likely that instruction type of attention focus has a different effect on performance ...
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The aim of this study was to investigate the interactional effect of instruction type of attention focus and two methods of learning (errorless and errorful) on performance and learning of dart throwing skill. It is likely that instruction type of attention focus has a different effect on performance when functional difficulty of task changes. 60 female students were randomly assigned to six groups: internal-errorless, external-errorless, control-errorless, internal-errorful, external-errorful and control-errorful. Errorless groups began their practice with low distance from the target and gradually increased the distance. This was opposite in errorful groups. Internal attention groups focused their attention on elbow and wrist of their throwing hand. External attention groups focused their attention on dart board. After pretest, subjects performed 5 blocks (60 trials each block) and participated in retention test after 48 hours. Factor analysis of variance was used to analyze the data. The results showed no significant differences between internal and external focus in the errorless groups (P>0.05), there was a significant difference among the groups in errorful learning condition (P=0.043). There was a significant difference between errorless and errorful conditions in internal focus groups (in favor of errorless group) (P=0.012). It seems that the challenging role of practice condition is very important in the effectiveness of instruction type of attention focus. It is recommend that errorless learning should be used when using internal attention focus instruction at the beginning of practice.
Research Paper I Open Access I Released under CC BY-NC 4.0 license
Ebrahim Norouzi; Fatemeh Hosseini; Mohammad Kazem Vaez Mousavi
Abstract
The employment of neurofeedback is growing rapidly in sport performance enhancement. The aim of this study was to investigate the effect of neurofeedback training on motor performance and conscious motor processing of skilled dart players. The subjects were 20 male skilled dart players. The research ...
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The employment of neurofeedback is growing rapidly in sport performance enhancement. The aim of this study was to investigate the effect of neurofeedback training on motor performance and conscious motor processing of skilled dart players. The subjects were 20 male skilled dart players. The research was conducted in five phases: pretest, neurofeedback training, posttest 1, under pressure test and posttest 2. Neurofeedback training consisted of prevention training of the alpha frequency band (8 to 12 Hz) in F4. To analyze data, descriptive statistics and mixed ANOVA were used. Results indicated that the amounts of conscious motor processing for neurofeedback training group decreased in posttest 1 (P=0.001) and under pressure test (P=0.001) but this reduction was not observed in the control group (P=0.83). The dart throwing points for neurofeedback training group and control group in the posttest 1 increased compared with the pertest (P=0.001), but only neurofeedback group (P=0.001) was able to preserve this increase in the under pressure test. The findings indicated an effect among neurofeedback training, conscious motor processing and sport performance. In other words, the neurofeedback training leads to the desired motor performance and creates automatic sense in the athlete by reducing the conscious motor processing.
