نشریه رشد و یادگیری حرکتی - ورزشی
پیاپی 9 (بهار و تابستان 1391)

The aim of this study was to determine the probable relationship of failure and success with self-efficacy expectations in learning shooting skill. The subjects were 63 physical education students of Urmia University who were assigned to two experimental and one control group. The subjects received training in air-rifle shooting for one day and practiced it for three days. At the end of each practice session, the first experimental group received verbal feedback regarding their successful performance (high score and low error). The second experimental group received verbal feedback regarding their failure (low score and high error). The control group did not receive any feedback. At the end of final training session and after 48 hours of detraining, the subjects performed the criteria task as performance and retention tests. During the retention phase (before they performed criteria task), the subjects filled out self-efficacy questionnaire of Bandura and Adams (1997). The questionnaire included one open-ended question on the main reason for the subjects’ performance and five other questions on predicting their performance in retention test. Data were analyzed by analysis of variance (ANOVA) test to determine the differences resulted from research variables. Pearson correlation coefficient test was used to determine significant relationships of predicted and the real performance (α=0.05). The findings showed that the control and the failed groups had weaker performance than the successful group. Further analysis indicated that the level and the power of the perceived self-efficacy were significant and higher among the members of the successful group compared to the failed and the control group. In addition, the relationship between predicted performance and the real performance was significant only in the successful group. The findings supported Bandura’s theory regarding the effects of successful experiences on improving self-efficacy.

The aim of the present study was to examine the hypothesis of the specificity of practice regarding training place (to determine whether learning a sport skill was specific to the training place). Participants were 30 adolescent female students (mean age 11.50±1.50 years) who performed 10 sessions of learning perceptive-motor skill of Kata in Karate. After they finished Kata sessions, retention test was performed in the training place and transfer test in a different place and Kata scores were measured. To analyze the data, independent t test was used. Results showed that the subjects achieved their peak performance in the training place while their performance deteriorated significantly in the different place. It seems that the performance of the task was related to the place of training. The findings of this study provided evidence to support the specificity of practice hypothesis.

The aim of this study was to investigate the relationship between sport orientation and competitive anxiety in male and female athletes of team and individual sports who participated in 10th student sport Olympiad (1389). The present study was descriptive and correlation method was used. For this purpose, 688 subjects (337 females and 351 males) were selected as the sample by simple random sampling method. All subjects in the sport camp filled out Gill sport orientation and a few hours before the competition, they filled out Martin’s competitive anxiety questionnaire. The collected data were analyzed by multivariate regression analysis, multivariate analysis of variance (ANOVA) and independent t test. The results showed that sport orientation could predict competitive anxiety. In fact, when competitiveness and goal orientation increased, competitive anxiety reduced while when win orientation increased, competitive anxiety increased as well. Female athletes were more anxious than males (P=0.001). Those subjects who were a member of individual sports had more competitive anxiety than team sports (P=0.004). Male athletes were more competitive and win oriented than female athletes while female athletes were more goal oriented than male athletes (P=0.002). However, there was no significant difference in sport orientation between team and individual sports (P>0.05).

The aim of this study was to investigate differences in stress coping styles between athletic and non-athletic students with high and low self-esteem. For this purpose, 465 students (118 females and 347 males, mean age 23.58+3.20 years) were selected by available sampling method. The questionnaire of coping styles (Dadsetan et al. 1384) and self-esteem (Rosenberg, 1987) were used to evaluate the variables of coping styles and self-esteem. The collected data were analyzed through descriptive statistics and MANOVA statistical models. The findings showed a significant difference in sport condition among coping styles. Also, a significant difference existed in self-esteem levels among coping styles. There was a significant interaction between sport condition and self-esteem in these coping styles. The findings showed that non-athletes with low self-esteem, non-athletes with high self-esteem, athletes with low self-esteem and athletes with high self-esteem respectively used lowest to highest level of active coping style. There was an interaction between physical activity level and self-esteem level in inflexible coping styles. Non-athletes used this coping style almost to the same extent. Athletes with high self-esteem and athletes with low self-esteem respectively used this coping style more than other groups.

The aim of this study was to examine the effect of a rhythmic motor program on the perceptual – motor abilities (PMA) and the intelligence quotient (IQ) of educable mentally retarded (EMR) children. The sample consisted of 24 EMR girls (mean age = 11.98+1.43 years and IQ = 70.58+ 9.95). Then, they were matched and assigned to two groups of intervention and control according to their IQ and PMA performance. The intervention group received an 8–week rhythmic motor program three sessions per week, 40–45 minutes per session. The data collection included pretest and posttest of the PMA (Oseretsky scale) and intelligence (Raven’s test) for all subjects. The results showed that the intervention group significantly improved (P>0.05) their PMA after the rhythmic motor program compared with the control group. It was concluded that the PMA of mentally retarded children can be improved with the application of a well-designed rhythmic motor program

It is necessary to understand the effective factors in participation in physical activity in order to increase this activity in school students. The aim of the present study was to compare the level of physical activity between field dependent/ independent students in guidance schools of Kharame city of Fars province. At first 150 male students were randomly selected and after Frame and Rod test, 100 subjects were divided into two groups: field dependent group (mean age of 12.82±0.96 years, height 155.9±6.65 cm, weight 47.5±12.27 Kg) and field independent group (mean age of 13.32±0.89 years, height 158.1±8.61 cm, weight 51±15.74 Kg). Frame and Rod test was used to measure dependence and independence and Self-assessed Physical Activity Checklist was used to evaluate physical activity. Kolmogorov-Smirnov test was used to check the normality of the data. Independent t test was used for statistical analysis in SPSS Version 17 (α=0.05). There was a significant difference in duration of physical activity between students with field dependent/independent cognitive styles (p=0.000). There was a significant difference in duration of moderate to burst physical activity between students with field dependent/independent cognitive styles (p=0.018). There was a significant difference in MET scores between students with field dependent/independent cognitive styles (p=0.000). There was a significant difference in MET of moderate to burst physical activity between students with field dependent/independent cognitive styles (p=0.012). The results of this study showed that students with field independent cognitive styles had more physical activity and energy expenditure than field independent students. It was concluded that the field dependent students may have more motor impairments and this claim needs more studies to be approved. Moreover, since cognitive style, as one of the variables which are the result of the interaction between the environment and individual and can be changed and developed, can be interfered, it is suggested that cognitive styles of the students change and encourage them in physical activity and healthier life through educational strategies.

The concept of imagery is to make an image of successful movement skill or a relaxing image in mind with no body training and external experience. The aim of the present study was to compare the effect of traditional and PETTLEP mental imagery methods on static and dynamic balance. The statistical population consisted of all female University of Tehran students who had general physical education course (1) in the first educational semester in 1389-1390. 54 participants (Mean age 21.94±1.89 yrs) attended voluntary in this study. First, they completed the Revised Movement Imagery Questionnaire (MIQ-R: Hall & Martin, 1997). Afterwards, pretest of static balance (Stork Balance Test) and dynamic balance (Modified Bass Test of Dynamic Balance) were performed. Participants were randomly assigned to three (n=18) groups (Physical training, Traditional imagery and PETTLEP imagery) and trained for 12 weeks (20 min/week). Finally, posttests of static and dynamic balance were performed under the same condition as the pretest. Retention test was performed 24 hours later and transfer test 30 minutes after the retention test. One-way ANOVA test showed no significant difference in static balance, dynamic balance and imagery ability scores in pretest among groups (p>0.05). Although ANOVA with repeated measures illustrated that although all three groups improved significantly in static and dynamic balance (P<0.05), there were no significant differences in posttest among them (P>0.05). Overall, results showed PETTLEP imagery was an effective method but not sufficiently efficient in dynamic balance.

The aim of this research was to investigate the relationship of perfectionism, stress and burnout in male and female swimming coaches. For this purpose, 154 coaches (85 men with the mean age of 30.52±5.26 years and 7.69±4.96 years of coaching experience and 69 females with the mean age of 28.82±5.16 years old and 4.46±6.40 years of coaching experience) were selected. For data collection, four questionnaires were used: Personal information, Hill et al. (2004) perfectionism, Coudron stress and Burnout questionnaire of Maslach and Jackson (1996). To analyze the data, descriptive statistics were used to design tables and diagrams and distribution indicators like mean, median and mode were used. Also inferential statistics were used at (P<0.05) to test the research hypotheses through variance, Pearson correlation and t test, and also spss and excel software were used for data analysis. The results showed a significant relationship between perfectionism and stress in female and male coaches (P<0.05). There was a significant relationship between perfectionism and burnout in female and male coaches (P<0.05). Also, there was a significant relationship between stress and burnout in male and female coaches (P<0.05). There was no difference between male and female coaches in perfectionism and burnout while there was a significant difference between male and female coaches in stress.