Journal of Motor Control and Learning
Volume:5 Issue: 1, Winter 2023

The aim of this study was to determine the effect of linear and non-linear pedagogy on motor and cognitive creativity with respect to the role of high and low memory inhibition.

40 students (Mean 7 ± 0.51 years) were divided into four groups (high inhibition and nonlinear training, low inhibition and nonlinear training, high inhibition and linear training, and low inhibition and linear training). The training sessions included 6 weeks, 3 sessions per week, and 60 minutes for each session. In the pretest, Torrance's cognitive thinking test and Bertsch's motor creativity test were performed on them and fundamental movements were performed in both linear and nonlinear methods.

The results of the 2 (type of training) × 2 (memory inhibition) analysis of covariance showed that in all components (fluency, originality, and flexibility) of motor creativity and cognitive thinking, the nonlinear training group performed better than linear training (p≤0.05). In fluency and originality of cognitive thinking, high memory inhibition groups were better than low memory inhibition groups (p≤0.05). In the fluency of cognitive thinking, the nonlinear group had the highest score and the linear group had the lowest score.

The results showed that the use of nonlinear training is more effective than linear training in improving motor creativity and cognitive thinking.

The present study was conducted to determine the effect of selected demographic factors on the hand-eye coordination performance of secondary school students.

The current research was of causal type - after the occurrence. A total of 326 high school teenagers were selected from 4 districts of Shiraz city (326 males, age range 16-18 years, 90.2% right-handed; 7.7% left-handed; 1.5% both hands; non-response 0.6). Then they were investigated using J Plus software, the available targeted sampling method, the Grooved pegboard test, and a researcher-made demographic form under the same implementation conditions.

The one-way analysis of the variance test showed a significant difference between the fields of study (p= 0.02). Tukey's post hoc test in boys whose right hand was dominant found that this difference is between humanities and technical (p=0.009) and humanities and mathematics (p=0.005) groups.

Hand-eye coordination performance is more affected by the cognitive aspect and information processing, and all kinds of constraints can be considered an essential and influencing variable in the execution of movement patterns in which coordination plays a significant role.

Context: 

Current evidence regarding electronic gaming for children with autism can be challenging to interpret. This review evaluated the therapeutic implications of electronic gaming for children and adolescents with autism.

CINAHL, PubMed, ProQuest, and google scholar databases were utilized to procure articles that were (1) published between the years 2017 and 2022 to encompass contemporary technologies; (2) original studies published in peer-reviewed journals; (3) published in English; (4) level of evidence 2 or higher; (5) subjects included children or young adults aged 0 to 21 years of age with a diagnosis of autism; and (6) the study examined a therapeutic implication of electronic gaming. The two authors independently conducted searches for articles. Article findings were compared against the inclusion/exclusion criteria until a consensus was reached.

Twenty-five articles were included in this review. There was strong evidence supporting the thematic findings of “executive function”, “perceptions and attitudes of caregivers and participants,” and moderate evidence for “motor skills,” and “social and emotional health.”

Electronic gaming was found to be beneficial when addressing executive function, motor skills, and social/emotional health. Caregiver involvement and age-based screen-time guidelines should be promoted to minimize potential harm.

For many years the negative effects of fatigue on performance have been studied. Fatigue can deteriorate different factors in the performance of learned motor skills. This research was undertaken to elucidate the effect of errorless training on the performance of a throwing task in non-fatigued, cognitively fatigued, and physically fatigued conditions.

16 subjects (males: n= 6 and female: n=10) (age mean: 29 ± 5.63) participated In the acquisition phase, the participants performed 5 blocks of 30 trials of a two- step ball throwing task, starting close to the target, and gradually moving away. 48 hours later, the participants first took part in a retention test of 10 throws, and then, after a mental fatigue protocol of 30 minutes of word-color Stroop test, the first transfer test (10 trials) was taken. 48 hours later, the participants made another 10 trials (transfer 2) after the physiological fatigue protocol (maintaining 50% MVC for 2 minutes).

The results of ANOVA with repeated measure showed a significant difference between performance in the retention test and the two transfer tests (p<0.05). Bonferroni test showed better performance in the transfer 1 (p= 0.002) and transfer 2 (p= 0.003) tests compared to the retention). No significant difference was observed between the two transfer tests (p=1.000).

Not only did the performance of the throwing task learned through errorless training not deteriorate with fatigue, but it also improved compared to the non-fatigued condition. It is suggested that people specially athletes and coaches to leverage the errorless training method when designing training courses to prevent the deterioration of performance.

The purpose of this study was to investigate the effect of perceived social support on students' academic motivation with the mediator role of emotional intelligence.

The research method was descriptive-correlational and cross-sectional in terms of time. The statistical population was all physical education students of Shahrood University of Technology in the academic year 2021-2022. 210 questionnaires were analyzed out of 230 available samples. The data collection tool was a questionnaire. The face and content validity of the questionnaires was confirmed by the opinion of 10 sports management professors. In order to determine the reliability of the research tool, Cronbach's alpha and Composite reliability were used. Data analysis was done by structural equation modeling method in Smart PLS software.

The results showed that perceived social support has a significant effect on students' emotional intelligence and academic motivation. Emotional intelligence has a positive effect on academic motivation. The mediating role of emotional intelligence was also confirmed in the relationship between perceived social support and academic motivation (P≤0.05).

Effective support from the family and the community can be useful for raising the emotional intelligence and academic motivation of students, and as a result, they can play an effective role in the growth and development of society.

The aims and all the aspects related to the assessment, will be taken into consideration, together to that can have a positive effect on performance, allowing each athlete, team and coach a good workout or match, whatever their competitive level. This study aimed to investigate the effect of eight weeks of physical and psychological interventions on the performance and bold behavior of elite Kung Fu fighters.

The research method was quasi-experimental with pre-test and post-test with a control group. N=40 elite Kung Fu fighters (25.31 ± 3.25 years) were selected as volunteers and were randomly divided into two groups (n= 20 for each of the experimental and control group). The data were collected using two questionnaires on sports performance and bold behavior. The experimental group did combine physical-psychological exercises for eight weeks. During this time, the control group did their daily activities.

The results of Mixed ANOVA and independent sample t-test showed that eight weeks of combined exercises (physical-psychological) significantly increased the sports performance and bold behavior scores of Kung Fu fighters.

According to the findings, it is suggested to the coaches that, in addition to daily technical and tactical exercises, use psychological skills training in combination with physical exercises along with different psychological approaches and different training systems in order to improve the performance and boldness of Kung Fu fighters.