نشریه رشد و یادگیری حرکتی - ورزشی
پیاپی 24 (تابستان 1395)

The term autistic refers to the individuals who have a set of development disorders relevant to the central nervous system. These children are known to have deficiency in social interaction¡ language and communication. The aim of this study was to investigate the relationship between motor development and social development of 6-10-year-old autistic children of Mashhad city. The statistical sample involved 41 students with high–functioning autism (31 boys and 10 girls). The researcher calculated the students'' social development scores using SCQ questionnaire. Using Lincoln-Oseretsky Motor Development Scale¡ the level of motor development was determined. In descriptive section¡ mean and standard deviation were used and in inferential section¡ Pearson correlation coefficient was applied with 95% confidence level. The results showed a significant relationship between students'' motor development and their social development (P0.05). These results of the relationship between motor development and social development showed that motor skills can affect the improvement of autistic students.

The aim of this study was to design a program to educate emotion management and to evaluate its effectiveness on controlling anger and mental health in soccer players. The method of this study was quasi-experimental, pretest-posttest with control group. The population consisted of all players of soccer teams in adult premier league in 2014. 40 players of soccer teams in premier league were selected by convenience sampling method and 12 subjects were randomly selected for the experimental group and 12 subjects for the control group. To assess mental health and anger control, the SCL-90 Questionnaire and the Anger Control Skill Questionnaire and the Particular Emotional Anger Management Training Package by Abrams (2010) were used. ANCOVA results showed that emotional management training significantly increased attacking behavior control in soccer players. Also, emotional management training significantly reduced mental disorders in soccer players. Emotional management training package could increase the capacity of processing and emotional management in soccer players given the various dimensions of emotions (physiological, behavioral and cognitive) and the style of management (recognition of physiological manifestation, behavior control and change of cognitive deviations).

One of the basic motor skills in childhood is manipulation skills. Gross motor manipulation is a person's relationship with the objects and has this feature: force is applied to an object or the force of an object is absorbed. The aim of this study was to examine the effect of a selected motor program including team traditional games as motor experiences on manipulation skills development in boys aged between 6 and 8 (1st to 3rd grade of elementary school) in deprived areas. In this semi-experimental study, 20 children were selected from the male children in deprived areas of Andimeshk city purposively by convenience sampling method through a personality questionnaire. Firstly, they were pretested with Ulrich Gross Motor Development Test. The subjects were randomly matched in two groups: 10 kids in experiment group and 10 kids in control group. Then the selected motor program was executed for 24 sessions, 45 minutes each session for 8 weeks. During the execution of the program, the control group performed their usual activities. After the end of the program, both groups were post-tested. After checking the normality of the data and equality of variances, data were analyzed using multivariate analysis of variance and one-way ANOVA in the context of MANOVA. Results showed that traditional games had a positive effect on development of manipulation skills (F6.4=30.75, sig=0.003, ƞ2=0.979). So an opportunity can be provided for children to train and increase the development of their basic manipulation skills and their movement by encouraging them to play proper games and enriching the environment.

The Competitive State Anxiety Inventory (CSAI-2) is the most widely used instrument to measure competitive anxiety in the literature. The aim of this study was to examine the factorial validity and reliability of Persian version of Competitive State Anxiety Inventory-2 regarding intensity, direction, and frequency dimensions. The original form included 27 questions and 3 subscales including somatic anxiety, cognitive anxiety, and self-confidence. 356 questionnaires were completed by 16-34-year-old athletes who took part in different sport fields. Five competing models were used to estimate construct validity of the inventory. Confirmatory factor analysis was conducted to contrast the proposed models. The inventory reliability was calculated using the internal consistency method. To examine temporal reliability, intraclass correlation coefficient was applied using test–retest method. The results showed that the Persian version of the inventory supported the 16-item 3-factor model in intensity, direction, and frequency dimensions; thus, validity and reliability of the inventory were confirmed. In conclusion, Persian version of Competitive State Anxiety Inventory-2 with 16 items is recommended to measure athlete's state competitive anxiety.

Fundamental movement skills are observable patterns of motor behaviors including locomotor, manipulative, and stability activities. The aim of this study was to assess the gross motor development and the movement skill proficiency in elementary school children in Tehran city. The test of Gross Motor Development-2 (Ulrich, 2000) was administered to 712 children aged between 7 and 11. Performance of each 12 gross motor skills was assessed qualitatively. The percentages of poor/professional and nearly professional (advanced) children were reported by gender and age group. The assessments indicated that the highest percentages of advance level for both genders belonged to sliding and running, but these proportions were generally low in other skills. The percentages of advanced boys were statistically more than the percentages of girls in one locomotor skill (leaping) and two object-control skills (kicking and striking). In three object-control skills (dribbling, kicking and throwing), the percentages of the older advanced children were statistically more than younger ones. It was suggested that more attention should be paid to promote movement skill proficiency in elementary schools.

Locomotion fundamental skills play an essential role in improving motor development throughout the life span as they provide children with better development by enhancing search abilities in environment. This study aimed at comparing the locomotion fundamental skills in 7-year-old children with lower extremity deformities and healthy children. The statistical population consisted of 7-year-old male students with lower extremity deformities in Qazvin city. After a list of schools was prepared, some schools were randomly selected. Then, 96 subjects with lower extremity deformities (flat foot, genu valgum and genu varum) were identified in a primary screening. To evaluate knee alignment, varrum and valgus, a caliper with accuracy of 1.1 mm was used. To measure foot curve, CSI method was used. To analyze the locomotion skills, Ulrich test of gross motor development (second edition) was applied. The results showed no significant differences between flat foot and genu varum groups and control group in fundamental skills (P>0.05). Significant differences were found between genu valgum group and control group in locomotion fundamental skills (P

The aim of the present study was to determine psychometric properties of the Persian version of the Group Conflict Questionnaire in male and female athletes. For this purpose, 281 athletes at different skill levels in 25 team and individual sports were selected through cluster random sampling method and were asked to complete the Persian version of this questionnaire. Firstly, the accuracy of the translation was verified using back translation method. In addition, to determine questionnaire’s construct validity, SEM-based confirmatory factor analysis was used. Cronbach alpha coefficient was applied to examine internal consistency and test-retest intra-class correlation coefficient was used to investigate temporal reliability. The fitness indexes indicated proper fit of factor structure of the questionnaire. In addition, the Cronbach alpha coefficients for task conflict, social conflict and the whole questionnaire were 0.83, 0.84, and 0.90 respectively. The intra-class correlation coefficient for all factors and the whole questionnaire were acceptable (ɑ≥0.70). The findings, therefore, supported the two-factor 14-item structure of the questionnaire. Thus, the Persian version of the Group Conflict Questionnaire enjoyed an acceptable validity and reliability among Iranian athletes.

This study examined the effect of general and specific practice on the presence of a special skill. 24 healthy university students with no history of basketball were selected. After a pretest, they performed constant and variable practice (in constant and variable groups) for 5 weeks and 3 sessions per week. A performance test was conducted at the end of every week and retention and transfer tests were conducted after 2 days of detraining. The ANOVA test with repeated measures was used to analyze data. The results showed that the constant practice was better during performance in practice sessions and the variable practice was better in transfer of the mentioned skill. Also, no differences were observed in basketball throw from the penalty location between constant and variable practice groups in retention test. This finding did not support the hypothesis of special skill in basketball throw skill. Therefore, the coaches and players are recommended to use variable practice for more learning of basketball throw skill.

The present study aimed at determining resources of sport self-confidence in elite bodybuilders and their relationship with body image. The subjects of study included 35 bodybuilders participating in qualifying tournaments of bodybuilding national team. A questionnaire for resources of sport self-confidence and a questionnaire of physical self-description were used to collect data. Kolmogorov–Smirnov test, one-sample ttest, Pearson correlation coefficient and one-variable regression with significance level of 0.05 were used to analyze data. The findings showed that ability demonstration (Mean=6.451 ± 0.787) was the most important resource of sport self-confidence in elite bodybuilders. Moreover, the results showed that bodybuilders had a positive body image (t(16.82)=31.94, P

The aim of this study was to evaluate blocked, random, gradual incremental and gradual decremental practice schedules on the acquisition and retention of different types of basketball pass (overhead, hand chest , single arm with dominate hand) in 8-10-year-old girls. For this purpose, 60 female students of second, third and fourth grade of elementary school were voluntarily selected and randomly divided into 4 groups: blocked, random, gradual incremental and gradual decremental. After a pretest for each skill, the acquisition phase began including 5 practice sessions and 81 trials each session. The blocked group practiced 27 consecutive trials for each skill per session. The random group randomly practiced three intended skills per session. The gradual incremental group practiced the first 27 trials by blocked schedule, the second 27 trials by serial schedule and the third 27 trials by random schedule each session. The gradual decremental group practiced the first 27 trials by random schedule, the second 27 trials by serial schedule and the third 27 trials by blocked schedule each session. Participants conducted 405 trials at the end of the practice protocol. After the fifth practice session, acquisition test was carried out and retention test was taken 3 days later. The results showed no significant differences in the means between the acquisition and retention tests and these practices with different levels of interference did not have any drastic effects on different phases of learning (P>0.05).