فهرست مطالب حسام رمضان زاده

Given the importance of physical education classes and the role of physical education teachers in improving the quality of these classes, it's essential to develop a reliable and valid questionnaire for the self-evaluation of teacher effectiveness in physical education in our country. In this study, the psychometric properties of the Persian version of the self-evaluation of teacher effectiveness questionnaire in physical education (SETEQ-PE) were investigated.

This study is descriptive and survey research using confirmatory factor analysis. The original version of the Self-Evaluation of Teacher Effectiveness Questionnaire in Physical Education (Kyrgiridis et al, 2014) consist of 26 items and 6 subscales of learning environment, student and teacher assessment, application of the content of physical education, use of technology, teaching strategies and lesson implementation. The questionnaire was translated into Persian and was conveniently distributed between 264 (male and female) physical education teachers aged 25-40 years. Internal consistency of the questionnaire and all its six subscales was established using Cronbach's alpha and construction validity was conducted by confirmatory factor analysis based on structural equations modeling.

The results of 1st and 2nd order of confirmatory factor analysis and Cronbach alpha coefficient showed that Persian version of the SETEQ-PE is acceptable in terms of reliabilityand validity among Iranian physical education teachers.

Altogether, results of the present study showed that SETEQ-PEis able to be used as a reliable and valid instrument to measureteaching effectiveness of physical education teachers.

The purpose of this study was to investigate the role of high and low reinvestment in the acquisition, retention and automaticity of dart throwing skill based on the interference-error model. One hundred participants were selected and divided into two categories of high and low movement reinvestment. Subjects of each category were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. Based on the results, the best and worst performance was observed for the random-errorless and random-errorfull groups respectively. There was a significant difference between categories of high and low reinvestment in retention and automaticity tests in favor of low reinvestment. In both the acquisition and retention test, the block groups performed better in the high reinvestment category and the random groups performed better in the low reinvestment category. At the automaticity phase, all groups executed better in the low reinvestment category. The results show that the level of reinvestment can play an important role in learning and automaticity of motor skills. People with lower level of reinvestment perform better in practice conditions with more cognitive effort (random practice) and people with a higher level of reinvestment perform better in practice conditions with less cognitive effort (block practice).

Preterm childbirth refers to the birth of a live child before gestational age of 37 weeks, and is one of the most important determinants of neonatal morbidity and mortality throughout the world. The present study aims to determine the effect of prenatal exercise on preterm childbirth and neonatal consequences and outcomes in primiparous pregnant women.

The present study was enrolled on 80 healthy primiparous pregnant women of Damghan city who met the conditions to enter the study in 2020 and randomization was carried out online.The supervised sports included: individual walking two days a week with self- chosen intensity based on the principle of load increase as well as sitting palates along with stand pregnancy aerobics with moderate intensity three times a week and each time was 45 minutes, which started from 18 to 20 weeks and continued until 37 to 39 weeks of pregnancy. The comparison group had usual care during pregnancy. Multivariate analysis of variance and independent t test were used to compare two groups.

There was no significant difference in the rate of preterm birth in the two groups. The results of independent t-tests showed that there is a significant difference in the Apgar variables of the first minute (p=0.017) and oxygen saturation (p=0.001) between the two intervention and comparison groups. Also, the results of this research showed that there was a relationship between the group (intervention or comparison) and neonatal outcome (positive or negative) and being in the intervention group is a predictor of positive neonatal outcome.

Besides having a positive effect on neonatal outcomes (Apgar score and oxygen saturation), regular and managed exercise leads to positive outcomes in neonatal outcomes, especially reducing hospitalizations.

The aim of this study was to identify the profile of motor competence in children and to compare the enjoyment of physical activity in different profiles of motor competence as well as different age groups.
For this purpose, 184 students in three age groups of 7-8 years, 9-10 years, and 11-12 years were studied. Actual motor competence, perceived motor competence, and enjoyment of physical activity were assessed. Hierarchical cluster analysis and factor analysis of variance were used for data analysis.
the relationship between actual and perceived motor competence was significant but the effect size was small (r = 0.197). Cluster analysis identified four profiles of motor competence: high-high (high actual and perceived motor competence), high-low (high actual motor competence and low perceived motor competence), low-high (low actual motor competence and high perceived motor competence), and low-low (low actual and perceived motor competence). The results showed that enjoyment of physical activity in the high-high and low-high groups was significantly better than in the high-low and low-low groups.
The results of this study clearly showed that regardless of actual motor competence (high or low), perceived motor competence determines the enjoyment of physical activity in children.

The aim of this study was to investigate the effect of contextual interference in implicit and explicit condition on the coordination and motor function in slow- learning children.For this purpose,60 slow- learning children with a mean age of12.28±0.80years where selected in available.After obtaining the terms of entry and consent, based on the pretest scores were divided into four groups(explicit practice without interference, explicit practice with interference,implicit practice without interference,implicit practice with interference).IQ was measured using Wechsler's Intelligence Test, fourth edition, bimanual coordination by the Vienna test and performance with a rotatory follow-up device. Then, the Four-session training (four blocks - nine attempts per session) was performed with a Pursuit rotatory in their special training sessions. After four sessions of training, the participants of the group were again measured in the above variables and the results were recorded as a post-test. For analysis of data, outcomes of the groups were analyzed by mixed analysis of variance 2(learning type)× 2(practice conditions) at post-test and retention stages at a significant level (p≤0.05).The results show that there is no difference between implicit and explicit learning in the acquisition and retention test (p<0.05).There is no difference between implicit and explicit learning in acquiring motor function (p<0.05).But in retention of motor performance, the difference between implicit and explicit learning was significant (p<0.05) and implicit learning showed better performance. In general, it can be said that in slow- learning children, the situation with the interaction of the implicit learning background leads to better memorization.

The purpose of this study was to determine the validity and reliability of Persian version of the Perceived Motor Competence Questionnaire in Childhood. This questionnaire includes two dimensions of perceived competence of locomotion skills (includes running, standing broad jump, hopping and leaping) and perceived competence of object-control skills (includes throwing, catching, kicking and bouncing). For this purpose, 184 students aged 7 to 13 years (95 girls and 89 boys) were selected and they completed a 24-item of Perceived Motor Competence Questionnaire. Cronbach's alpha coefficient was used to determine the reliability of the questionnaire and structural validity was used to determine the validity of the questionnaire using confirmatory factor analysis, convergent validity, group differences and age differences. Results of confirmatory factorial analysis and Cronbach’s alpha showed that the Persian version of this questionnaire confirmed the two-factor structure of the initial questionnaire and it has an acceptable internal consistency. Also, the validity of this instrument was confirmed by convergent validity method (positive and significant correlation between perceived motor competence and real motor competence), age differences (higher perceived motor competence in younger children) and group differences (higher perceived motor competence of boys than girls). The Persian version of the Perceived Motor Competence Questionnaire in Childhood has acceptable validity and reliability and teachers and educators are suggested to use this questionnaire to evaluate perceived motor competence especially in middle and final childhood (7 to 13 years old).

The purpose of this study was to investigate the effect of combining random or block schedules with a errorless learning model (errorless or errorfull practice) on learning and automaticity of dart throwing skill in both high and low working memory conditions. One hundred participants with no experience in dart throwing were selected and divided into two classes of high and low working memory using the N back working memory test. Subjects of each class were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase (three sessions of 70 trials), experimental groups participated in the retention test (with and without cognitive secondary task). The results showed that in both high and low working memory conditions, the random-errorless group performed the best performance and the random-errorfull group performed the worst, although the performance of the block groups were better in the low working memory condition. This result indicates that in high working memory conditions, cognitive processing in block-errorless in not sufficient to generate cognitive effort and therefore is not sufficient to make appropriate challenge to practice. The results also showed that the three groups including random-errorless, random-errorfull and random, performed better in high working memory condition than low working memory condition at the same time with secondary cognitive task. The results of this study show that working memory will play a very important role in learning motor skills and especially in achieving high levels of task automation.

The aim of this study was to validation of the Persian version of the scale of enjoyment of physical activity in first grade high school students in Khuzestan province.

Among all of high school students in Khuzestan province who were studying in the academic year 1399-1398, 382 were clustered randomly selected (199 boys and 183 girls). The research tool was the scale of enjoyment of physical activity, the validity and reliability of which were also confirmed. The implementation method was such that using the open translation method, the translation accuracy of the Persian version of the scale was confirmed. For data analysis, confirmatory factor analysis was used to validate the structure and internal consistency using Cronbach's alpha coefficient at a significance level of p≤0.05.

The results of confirmatory factor analysis of physical activity enjoyment scale indicators indicate that the measurement model has a favorable fit and all physical fitness subscales of physical activity enjoyment index had an acceptable factor load and were confirmed. The internal consistency was 0.90 and the internal consistency of the pleasure subscale was 0.82%, communication was 0.78%, competency was 0.72%, improvement was 0.70% and entertainment was 0.74%. It came in handy.

Therefore, the Persian version of the scale of enjoyment of physical activity had structural validity and internal reliability and can be used as a valid and stable tool among students.

Recently, mothers’ physical activity during pregnancy has been the subject of many studies and no human studies have reported negative effects of prenatal exercise on fetus. This study aimed to determine the effect of managed exercise during pregnancy on fetal growth. This randomized controlled clinical trial enrolled 80 pregnant women in Damghan meeting the inclusion criteria. Samples were randomly selected using randomization website and divided into control and intervention groups. The intervention consisted of a structured individual and group aerobic exercises including individual walking, aerobic exercise, sitting Pilates exercise, and moderate to intense gestational aerobic exercise three times a week from gestational age of 18-20 weeks to 37-39 weeks. There were approximately 60 training sessions. The control group received standard care and had routine activities. The independent t-test revealed an insignificant difference between the control and intervention groups in infant weight (t = 0.957, p = 0.342), head circumference (t = 0.921, p = 0.342), and height (t = 0.739, p = 0.492) and gestational age t=1.218, p=0.277. A moderate intensity managed exercise during pregnancy does not pose a risk to maternal and fetal well-being and it does not endanger the health and growth of the fetus.

The purpose of this study was to assess the ideal and perceived body image in different age groups of women by considering body image flexibility. 345 women in Khorasan, Semnan and Alborz provinces participated in this research. Ideal body image and perceived body image were measured using a silhouette of body figures representing in 10 categories. Actual body was measured through body mass index (BMI). Also, body image flexibility was measured by Sandoz et al (2013) questionnaire. Results showed that the choice women’s ideal body is far from the reality and their current condition. In perception of their own body, more intense in selecting the ideal body, women do not function properly. Also age and weight has partially affected the choice of the ideal profile. Almost all women chose a slimmer profile than their perceived body as an ideal body. In all three variables, "actual body", "perceived body" and "ideal body", there were significant differences between younger and older ages. Body image flexibility is a significant predictor of the ideal body image, and women with more flexible body image choose a closer body image to reality. Create positive flexibility of body image and a realistic choice of the ideal body helps women of different age groups to choose their appropriate exercise approaches

The purpose of this study was to investigate the relationship between irrational beliefs and sport behavior and also prediction of the stage of behavior of individuals based on constructs of irrational belief.

Number of 190 students of Damghan University were selected with random clustering method. Research instruments include the Ahvaz Irrational Beliefs )2005) questionnaire, Stages of Exercise Behavior Change Scale )Cardinal, 1997) and Shephard´s method )for assess sport behavior). Multiple linear regression and diagnostic regression analysis were used to predict the sport behavior and behavioral stage of the individuals based on the constructs of irrational belief, respectively.

The results showed significant negative correlation between irrational beliefs and sport behavior )r= -0.398, p= 0.001). The predictive model of constructs of irrational belief based on sport behavior was significant )F= 3.97, p= 0.004). Helplessness against change and avoidance of the problem could predict changes of the sport behavior. The diagnostic function categorized 45.3% of participants in the stages of behavior change correctly.

The results of this research clearly showed that irrational beliefs are related to inactivity; and its structures )helplessness against change and avoidance of the problem) play a major role in classifying people in different stages of behavior change.

Aim of this research was investigating of the effect of transcranial direct current stimulation on the working memory in athletes and nonathletes. To this end, 48 persons (18-30 years) purposefully was selected and was equally assigned into two athletes and nonathletes groups. Then, each group was randomly divided to tow actual and artificial stimulation sub-groups. The actual and sham stimulation presented with 2 mA electric current intensity for 20 minutes within three sessions. N-back computer task was used to measure working memory. The results showed the athlete's group rather than nonathlete and the actual stimulation group compared to the Sham group had better performance. The athlete group progressed in the actual stimulation in the post-test. Direct electrical stimulation of the brain so that anodal stimulation on left dorsolateral prefrontal cortex and catodal stimulation on right dorsolateral prefrontal cortex improve of working memory in athlete.

This study investigated the effect of audiovisual integration on action-perception transfer.40 subjects were randomly divided four groups: visual, visual-auditory, control visual and control visual-auditory. Visual groups watched pattern skilled basketball player and other groups in addition to watching pattern skilled basketball player, heard Elbow angular velocity as sonification. In first stage, the pattern is presented to subjects for five times and them replying to ten questions about different aspects of pattern. Then they performed parameter recognition and pattern recongnition tests. In second stage, experimental groups watch pattern five times again and perform it after each watch. Control groups watch pattern similar to experimental group but they must not perform it. All groups responded to the questionnaire and participated in a recognition tests again. Results showed that before action, in “percent confidence reply” and no “reply to questions” there is significant different between experimental groups. But after action in both “percent confidence reply” and “reply to questions” there was significant different between experimental groups and control groups (p<0.05). In this study was confirmed effect of visual-auditory integration on action-perception transfer. This results is explainable based of Common Coding Theory, Direct Matching Hypothesis and Predictive Models. The results are consistent with modality appropriateness hypothesis.

Body image is a multi-dimensional structure. It includes the perceptual, attitudinal, behavioral, and community feedback of the individual's body. This study examined the relationship of women’s body image concern with perceived body and exercise intention.  The sample consisted of 384 women in Khorasan, Semnan and Alborz provinces. To measure the variables, Body Image Concerns Inventory, Stages of Exercise Behavior Changes Scale(SEBC), Exercise Intention Scale, a silhouette of body figures) and Body Mass Index were used. Findings showed that body image concern and perceived body plays a major role in determining the women’s SEBC. Exercise intention and appearance dissatisfaction were also different in SEBC. Concern of body image and wrong perceived body are likely to be effective in the lack of exercise or inappropriate exercise behavior. Accordingly helping to create a rational perception of the body can provide more rational strategies for women's health and fitness programs.

This study has investigated the role of movement sonification (conversion of the human kinetic or kinematic characteristics into auditory patterns) along with the visual pattern in reproduction and learning the spatial characteristics of the motion pattern. 30 subjects were randomly divided three groups which are visual, visual-auditory (one channel) and visual-auditory (two channel). Visual groups watched the pattern of skilled basketball player and other groups watched this pattern and simultaneously heard elbow angular velocity (one channel groups) and elbow and wrist angular velocity (two channel groups) as sonification. At the first stage, the pattern was presented to subjects five times and they performed the pattern after watching it (reproduction). Then, the groups participated in the stages of pre-test, acquisition (4 sessions, 160 tries) and retention (after 48 hours). In all stages, the angular velocity pattern and angular distance pattern of the elbow and wrist joints of the individuals coincided to the pattern of the skilled performer. After that, by calculating the root mean square error, the inconsistency was considered as the spatial error of angular distance and spatial error of angular velocity. Furthermore, the maximum range error of flexion was calculated. The results showed that in reproduction stage (in the spatial error of angular velocity) and in both acquisition and retention test (considering all variables) there was significant difference between groups in favor of audio-visual group. These results emphasize the salient role of motor-auditory kinematics on spatial variables of motion patterns and the final performance of the subjects.

This research focuses on attitude and practice of elementary Physical Education(PE) teachers in relation to obesity. The question is the messages, symbols, conversations and teacher-centered interpersonal behaviors; how does provide attitude to obesity? The impacts of reinforced discourse likely affect obese student’s desirable feelings about their bodies, intentions of short-term or long-term physical activities, definition of exercise in daily life and habits. The data were collected using observations on PE class and interviews. Analyzes were carried out by description of the concepts used in the discourse theory of Lacla and Moff (1985). Results showed that there are two approaches: creating “fear of obesity” and “health responsibility”. In both approaches, obesity is a priority and special consideration is given to obese students in the classroom. The major difference between these approaches is to create different perspectives to obesity, it means that attitude and practice by the teacher can be accompanied by a sense of personal responsibility with awareness and the other hand, it can be affected by an undesirable and humiliating feeling to obesity.

The aim of this study was to investigate the effect of interaction between attention focus and two methods of learning (errorless and errorfull) on performance and learning in throwing darts. It's likely that to change functional difficulty of task, attention focus instruction type has a different effect on performance. 60 female students were randomly selected and they were divided in six groups: internal focus-errorless practice, external focus-errorless practice, control-errorless practice, internal focus-errorfull practice, external focus- errorfull practice, control- errorfull practice. Errorless groups begun the practice with low distance from the target (1.5 m) then they gradually increased the distance (2, 2.37, 3 and 3.5 m). Errorfull groups begun the practice with distance away from the target (3.5 m) then they gradually decreased the distance (3, 2.37, 2 and 1.5 m). Internal attention group focused on elbow and wrist. External attention group focused on dart board. After pretest, subjects performed 5 blocks (60 try in each blocks). They participated in retention test after 48 hours. The results showed that in errorless group there was not significant different between internal and external focus (p>0.05), but in errorfull learning conditions, there was significant different between groups (p=0.043). There was also significant difference between groups (in favor of errorless group) in internal group (p=0.012). It seems practice challenge have important role in attention focus effectiveness. We recommend using errorless learning at the start of practice when they using internal attention focus.

The purpose of this study was to investigate the role of causality orientation and self-efficacy on exercise intention and behavior in obese, moderate and lean male and female. 230 students in Damghan University were selected.Causality Orientation of Exercise questionnaire (Rose et al, 2001), Self-Efficacy questionnaire (Schwartz, 1999), Godin´s (1995) method and Gondin and Shephard´s method (assess exercise intention and behavior) were used. Based on the results there is significant relation (but poor) between exercise intention and exercise behavior. There is a significant and positive relation between exercise intention whit autonomy orientation and self-efficacy and also there is a significant and positive relation between exercise behavior and autonomy orientation. Self-efficacy and autonomy orientation predicted exercise intention and exercise behavior significantly. The model of autonomy and self-efficacy on exercise behavior was significant only for men. The results of this study emphasize on importance causality orientation and self-efficacy in physical activity employment

The warm-up decrement is a temporary drop in performance that is followed by a short period of rest. 60 subjects were randomly divided into six groups of imagery and skill types including: internal-closed, external-closed, control-closed, internal-open, external-open and control-open. Each group performed their tasks for 15 minutes and their points for ten final trials were recorded. During the rest period, the subjects performed internal and external imagery followed by five other trials. The results showed that there was a significant difference between the imagery and control groups in both open and closed skills. In the external imagery between open and closed groups (at a five-minute rest), there was a significant difference in favor of the open skill group. Based on the results, the imagery is an appropriate method for the improvement in warm-up decrement and it is recommended to use external imagery especially for open motor skills.

This study investigated the effect of audiovisual integration on perception and action and perception-to-action transfer. For this purpose, 30 subjects were selected and randomly divided to three groups: visual, visual-auditory (single-channel), visual-auditory (two-channel). Subjects in the visual group watched the pattern of a skilled basketball player, while the other groups were provided with the sonification of elbow angular velocity (one- channel group) and elbow and wrist angular velocity (two-channel group) in addition to watching the pattern. The pattern was presented to subjects five times and participants answered ten questions about different aspects of the pattern. Eventually, they participated in parameter recognition and pattern recongnition tests. For each elbow and wrist joints, four variables were identified: Maximum flexion angular velocity Error (MfavE), Maximum extention angular velocity Error (MeavE), Maximum range Error of flexion (MrEf) and Total Parameter time (TPt). Results showed that on “percent confidence reply” and “reply to questions” there was significant difference between experimental groups. Results showed that in movement reproduction stage in variables (MeavE) and (TPt) for both elbow and wrist joints, there was significant difference between groups in favor of the audiovisual groups. This study supports the positive effect of visual-auditory integration on perception and reproduction. Moreover, positive perception-to-action transfer was confirmed for two sensory groups. The results are consistent with modality appropriateness hypothesis. The results indicate that due to certain temporal adjustments in basketball jump shot task, the modality that dominates the perception in the context of this task is auditory.

The purpose of this research was prediction Stages of Exercise Behavior Change based of Decisional Balance and self-efficacy in students. Exercise Behavior Change include five stages: Precontemplation, Contemplation, Preparation, Action and Maintenance. The number of 292 male and female students in Shahid Beheshti University were selected. Then, they completed Stages of Exercise Behavior Change (SEBC) (Cardinal, 1997, self-efficacy (Schwartz, 1999) and Decisional Balance (Plotnikoff, 2001) questionnaires. Multiple Discriminates Analysis showed that 83.2 percent of the variance of the SEBC is explained by decisional balance and self-efficacy. These variables make up a significant predictor model (P=0.02). Based on these results, Decisional balance and self-efficacy variables have main role in the differentiation of 5 clusters (SEBC). The results show awareness has crucial role in perception advantages and disadvantages of practice; this role emphasizes on the positive training experience.

The purpose of this research is to predict the level of resiliency based on Stage of Exercise Behavior Change and self-efficacy in students. Therefore, the number of 292 male and female students in Shahid Beheshti University were selected. They completed resiliency questionnaires (Connor and Davidson, 2003), Stages of Exercise Behavior Change (SEBC) (Cardinal, 1997) and self-efficacy (Schwartz, 1999). The results showed significant difference between various SEBC in level of resiliency and self-efficacy. Students in higher SEBC grades (action and maintenance) have higher resiliency and self-efficacy. And also we find significant positive correlation between SEBC and self-efficacy with resiliency. Finally, SEBC and self-efficacy were significant predictors the level of resiliency. Therefore, physical activity and regular exercise can be considered as resilience environment and makes some resiliency features.

Vision is not the only sense providing information to understand the pattern of movement. Hearing is another suitable channel to gather information about the pattern of movement. Hence,This study investigated the effect of audiovisual integration onperformanceprecisionand learning in basketball jump shot.30subjects were selected. Thesubjectswere randomly divided three groups:visual,visual-auditory (single channel)andvisual-auditory (two channels). Visual group watched patternskilledbasketballplayer and other groupsother groups in addition to watching pattern skilled basketball player, heard Elbow angular velocity (one channel groups) and Elbow and wrist angular velocity (two channel groups) as sonification.Per session practice wasincluding 40try; and subject participated in four sessions. The acquisition test was doneat the end ofeach sessionandretention testwas performed after 48hours. Data was analyzed by SPSS version 22. One-way ANOVA and repeated measure ANOVA was used for data analysis. Results showed Visual-auditory group(single channel) had significantlybetter performance compared tovisual group (p=0.001)and visual-auditory group (two channels) (p=0.045) inacquisition test. In retention test there was significant difference between auditory groups and visual group in favor of theauditory groups (p=0.002 and p=0.000 respectively).The resultsareconsistent with modality appropriateness hypothesis. This results argues that due to certain temporal adjustments in jump shot basketball task, modality that dominates the perception in the context of this task, is auditory when is presented with visual simultaneously, it provide beneficial results. In this study, positive effect visual-auditory integration on performance and learning was confirmed.