مهدی نمازی زاده

The aim of this research was to present a model of native-local adaptive games with the approach of developing social hope in educable mentally retarded children.

The current research was field research in terms of its practical purpose and in terms of the method of data collection. With regard to the main goal, the research method was the qualitative method (foundational data theory). The statistical population in this research includes experts in the field of movement behavior in sports.

Consensus methods were used. In this research, as can be seen, none of the factors were included in the autonomous variable group, which means that the relationship of native-local adaptive games with the approach of developing social hope in children is low.

In the end, it was determined that assertive skills, craft skills, social skills (A17), social health mobility skills, creating social security are included in the group of linked variables, which means that the indicators affecting the local native games According to the social hope development approach, they have a high power of influence and dependence that any change in the local native games, according to the social hope development approach, should be done by using the necessary strategies in relation to these variables.

The Effect of transcranial direct current stimulation (tDCS) has been studied in descriptive and laboratory tasks in the field of motor and sport skills. It is necessary that tDCS effects on real sport skills are investigated. The aim of the current study was to examine the Effect of tDCS on performance of basketball free throws (BFT) in skilled basketball players. In this quasi- experimental study, a repeated measure design including a pretest, intervention, posttest and follow up was used. A total of 26 male basketball players were randomly divided into either an experimental or a sham group. Both groups watched the point light model of the performance of elite basketball players. Following the observation of point light model, participants of the exercise group received tDCS over their pre-motor cortex for 20 minutes prior to tasks performance. The participants of the sham group underwent identical tasks performance except that tDCS was artificially applied for them. BFT was assessed at baseline (pre-intervention), intervention and post-intervention. For analyzing data, two factor Mixed model ANOVA, independent and paired t-tests were used. Results showed that anodal tDCS created no between group's differences in BFT in the intervention phase while tDCS lead to significant improvement of BFT in experimental group skills compared to sham group in test phase. Results showed that tDCS could be considered as a useful intervention for improvement of BFT in skilled basketball players.

Background &

The mechanisms involved in expert performance have attracted many researchers, one of which is visual skills. Many researchers have tried to compare different skills among expert and novice athletes to provide different solutions to enhance their performance. The aim of this study was to investigate the effect of football fatigue on decision-making and visual search behavior of novice and expert players.

The participants included 14 novice male soccer players with the mean age of 22.5 along with 14 expert male soccer players with the mean age of 27.4. Both groups watched some films about the five vs. five attack situation and were then asked to state their decision, which included four options for passing the ball in states of with and without fatigue. The visual search behaviour of the parfticipants was assessed using an eye tracker.
 

For data analysis, ANOVA and Bonferron's post hoc test were used. The results showed that there was no significant difference between the decision making of skilled and beginner players before and after fatigue (P <0.05). The results of number of fixations showed that the main effect of skill level, test stages, and the interactive effect of skill level in test stages and skill level at fixation points was not significant at the test stages (P> 0.05), but the effect of place of fixation and the interactive effect of skill level at the fixation points was significant (P <0.05). The results of the fixation period showed that the main effect of the level of skill was not significant (P> 0.05), but the main effect of the test stages and the interactive effect of skill level at the fixation points was significant (P <0.05).
 

It is suggested that players be taught how to cope with fatigue in order to improve their decision-making.

Cognitive decline is one of the basic problems of adults, the cost of diagnosis and treatment is high, and despite the high importance of physical and mental health in facing this disease, no comprehensive research has been done on the role of psychological well-being and sports history on this disorder.  

The purpose of the research was to design a model of the mediator role of psychological well-being in the causal relationship between sports history and mild cognitive impairment.

This research was applied and correlational. The statistical population was 55 to 84-year-old men of Tehran with a history of physical activity, and 396 of them were selected based on criteria. The research tools were Wechsler's working memory test software (1945), Reif's psychological well-being questionnaire (1989), and self-reported sports history questionnaire. To analyze the data, descriptive statistics were used in spss23 and structural equation modeling and Sobel tests were used in smartPLS3.1.1 at a significance level of 0.05.

Psychological well-being has a positive and significant relationship with sports history (p=0.001; t=23.280) and working memory (p=0.001; t=18.227). Also, sports history has a positive and significant relationship with working memory (p=0.001; t=31.429) and the research model has a good fit and psychological well-being plays a mediating role in the relationship between sports history and working memory (p=0.001; t=10.55).

Engaging in proper physical activity and having psychological well-being can reduce the amount of mild cognitive impairment in adults, so these people should always think about their physical and mental health.

The main purpose of this study was to investigate the effect of representative tasks on anticipation and decision - making skills in the laboratory environment. 58 participants with mean age 22. 30 ± 3.08 selected based on inclusion criteria and purposefully allocated in five groups (cognitive, cognitive-motor, motor, athlete (skilled) and control). A video-based temporal occlusion test was used to first assess the anticipatory and decision-making skills based on the situations (monitoring, evaluating events, predicting future events, and planning future actions). Cognitive and cognitive-motor groups experienced 8 session training in lab atmosphere, then all groups completed a post-test. Accuracy and quality of anticipation and decision-making was recorded during verbal reports. The frequencies of correct tactical responses were calculated and evaluated for each statement type. Data were analyzed using analysis of covariance in SPSS 21. The results showed that the effect of group on design and planning for decision making was significant (F (53,4)) = 3.68, P = 0.011, eta coefficient 0.23) and the athlete )skilled ( group had high values compared to the cognitive group in this variable (p

Educational methods in physical education have a long history, and due to that, they have always been of interest in the academic and psychological life of people. Self-efficacy is one of the important variables in sports, there is little empirical evidence about the effectiveness of different training models. The purpose of this research was to compare the effect of traditional educational model and TGFU educational model on self-efficacy in adolescent girls.

In this cross-sectional, semi-experimental study, 40 first-year high school girls with no history of playing badminton were randomly divided into two groups of 20 each. To measure the self-efficacy questionnaire of children and adolescents by Morris (2001) and adapted from the self-efficacy questionnaire of Bandura, Barbaranelli, Capara, Pastorelli (1996). Performance measurement of badminton long serve training of each group was performed in the acquisition period and after 48 hours in the memorization phase. In the recall phase, the self-efficacy questionnaire was completed by each of the participants. To analyze self-efficacy data, univariate and multivariate covariance analysis was used at a significance level of 0.05.

The findings showed a significant superiority in the TGFU group compared to the traditional group in the self-efficacy performance of the acquisition period and the memorization test. In addition, the total score of self-efficacy as well as social self-efficacy of the TGFU group in memory was significantly higher than the traditional education group.

According to the obtained results, it seems that if students are trained using the TGFU educational model approach, they show better self-efficacy in different aspects.

The aim of this study was to investigate the effect of physical maturity and chronological age on the motor abilities of students aged 7-12 years. 600 students aged 7-12 years were selected in three age categories. To determine the state of physical maturity, the estimation of the percentage of adult height obtained at a certain age was used. Finally, the motor ability test was used to assess motor ability. The results of the present study showed that the effect of chronological age was significant for the variable of motor abilities in girls and boys studied. Also, the effect of maturity level was significant for the variable of motor abilities. Comparison of means showed that students born at normal maturity levels have higher mean motor ability than students born at early and late maturity levels. According to the results of the present study, the level of maturity has a significant effect on the performance of motor skills. Finally, the results of this study are limited to the current population and limited to the age range of 7-12 years in Tehran and do not represent all age groups.

 The purpose of the current study was to examine the simultaneous effect of the ‌transcranial direct current stimulation (tDSC) and observational learning on learning ‌of basketball free throw. ‌

 In semi-experimental study with repeated measure design, 30 novice female ‌students in free basketball throw accessibly selected and randomly located in 2 ‌tDCS with model observation and artificial stimulation with model observation ‌groups. In pre test phase, participants throw 15 trials basketball free throw. ‌Intervention phase done in 5 consecutive days that each day electrical stimulation ‌of the brain was performed from the motor cortex (C3 anode & Fp2 anode), and ‌artificial stimulation with model observation, and then participants performed 15 ‌free basketball throws. In last session post test phase executed. One week and 21 ‌days after post test phase respectively executed short term and long term retention ‌phase. Data analyzed with ANOVA with repeated measure statistical method.‌

 The result indicated that tDCS with model observation (F= 22.327, sig =0.0001, η2 =0,615) and artificial stimulation with model observation (F= 3.044, sig =0.023, η2 =0,179) significantly improved basketball free throw. Other results indicated that ‌tDCS with model observation than artificial stimulation with model observation ‌cause improvement basketball free throw in post test (p=0.002), short term test (p=0.002) and long term test (p=0.001). ‌

 Overall, the results of the current study indicated that tDCS with model observation ‌can be effective as a new training method in addition to model observation to ‌improve basketball free throw skills.

The present study was conducted with the aim of determining and comparing the effect of positive normative feedback on simultaneous and delayed observational learning of racket aiming skills of adolescent girls.

This research is semi-experimental, the participants were 40 girls aged 16 to 18, who were randomly divided into two groups of simultaneous observational learning and delayed observational learning. The implementation protocol lasted for 3 days and the task was to execute a tennis forehand shot with the non-dominant hand towards a concentric target on the floor. on the first day of the pre-test, then the acquisition phase after an hour of rest after the test; On the second day, the memorization test was performed and on the third day, the transfer test was performed. For the simultaneous group, the video was playing at the same time as the people were performing, but for the delayed group, they started tapping after the end of the video. In order to determine the effects of independent variables, SPSS statistical software version 26 was used to analyze the data of this research. Descriptive statistics were used to draw graphs, average and standard deviation, and inferential statistics (variance analysis) were used to analyze hypotheses.

No significant difference was observed in the stages of memorization and transfer.

Based on the results of the present research, the delayed observational learning group performed significantly better in the post-test stage compared to the simultaneous observational learning group.

The aim of this study was to determine the effect of  train with tactical game modele in Basketball on cognitive and motor skills

The subjects were (n=12) females PE student of Islamic Azad University of Marvdasht who got Basketball course. They were trained with tactical game model in a group. They were trained for 8 weeks, 2 sections in each weeks and 90 minutes in each section. The research was conducted in three phases: pre-test, training and post-test (retention) and used Trail Marking Test and Strop test for evaluation  executive function of cognitive skills. Also motor skill was evaluated with motor performance tool.  The descriptive statics and t-test were utilized to analyze datas.

Results show that there isn’t any significant differential (p< 0/05) between pre-test and post-test in executive function; whereas a significant differential (p< 0/0001) was observed between pre-test and post-test in motor skills.

Generally the result of this study show that tactical game instructional model doesn’t improve executive function but also motor performance in Basketball function.

The purpose of this study was to investigate the psychometric properties (validity and reliability) of the Persian version of the social identity questionnaire for sport. The research method is non-experimental studies in the field of instrument validation in which the necessary information was collected cross-sectionally. The statistical population of the present study consisted of athletes in District 10 of Tehran. The statistical sample also included 180 people who were selected by random sampling method and completed the social identity questionnaire for sport (SIQS). The questionnaire consists of nine questions and three sub-scales including in-group ties (IGT), cognitive centrality (CC), and in-group affect (IGA). Data were analyzed with Confirmatory factorial analysis based on structural equations, Cronbach’s alpha coefficient, and intra-class correlation coefficient tests. The result showed that the social identity questionnaire for sport (SIQS) has acceptable fit indexes (RMSEA=0.044, CFI=0.947, TLI=0.963, PNFI=0.987, and AGFI=0.921), internal consistency, and temporal reliability. Thus, the Persian version of the social identity questionnaire for sport (SIQS) has acceptable reliability and validity in Iranian athletes, and coaches, researchers, psychologists, and athletes can use this questionnaire.

The optimal anticipation behavior can be influenced by different factors such as proper selection of visual information. Therefore, the purpose of this study was to compare the anticipation behavior and visual search in long service between skilled and non-skilled badminton players. The participants included 22 women aged 20-30 years (M =23.59) in two groups: skilled (n=10) and non-skilled (n=12). The participants watched 18 video clips of long services in different positions and were asked to anticipate the landing location of the ball in less than 3 seconds. Visual Search Behavior (number, duration and position of fixation) of the skilled and non-skilled players were evaluated using the eye tracker. To verify the normality of the data, Shapiro-Wilk test and to compare the data, Independent t-test were used. The results showed that there was a significant difference in anticipation accuracy between the two groups (p=0.02). Also, with regard to the visual search behaviors, there was a significant difference in the number and position of fixations on the rocket between the two groups (p=0.02). However, there were no significant differences between the two groups with respect to the duration and number of fixations on the position of the wrist, ball and other positions (p>0.05). In general, it can be stated that skilled players follow a different visual pattern from non-skilled players, which enables them to use important clues (rackets). These findings can be very important in facilitating the process of learning and teaching badminton.

The present study aimed to evaluate the effect of teaching games for understanding approach on physical literacy, as well as its subdomains. To this aim, the ten-year-old (mean age=10.2 years, SD 0.7) students in two fourth-grade classes at a school in Sirjan were randomly divided into control (N = 12) and experimental (N= 12) groups. First, all of the students were given a Canadian Assessment of Physical Literacy Second Edition (CAPL-2). The students in the experimental group participated in an intervention program for 36 sessions each for 45 minutes. The participants in the control group followed the usual program. In the next procedure, they were given the same test after the intervention. Mann-Whitney test was used to compare the scores of each factor after the intervention and the groups by removing the effect of each factor before the intervention based on the scale of “multivariate analysis of covariance" and “Poisson regression analysis” by using the GEE method at the significance level of P ≤0.05. Based on the results, teaching games for understanding approach played a positive role in physical literacy, daily behavior, knowledge and understanding, and motivation and confidence, but no significant difference was observed regarding physical competence. Thus, the use of the TGfU approach can be effective in facilitating the development of physical literacy elements among children.

The present study aimed to evaluate the effect of teaching games for understanding approach (TGfU) on aerobic endurance, enhancing motor performance and promoting physical activity. To this end, the ten-year-old (mean age=10.2 years, SD 0.7) students in two fourth-grade classes at a school in Sirjan were randomly divided into control and experimental group (N= 22 for each group). First, all participants were given Canadian Agility and Movement Skills Assessment (CAMSA) and Pacer test were taken and their level of physical activity was measured and recorded with a pedometer. The students in the experimental group participated in an intervention program for 36 sessions each for 45 minutes. The participants in the control group followed the usual program. Finally in the end of the intervention, the-second-time- performed tests were given to both groups. Mann-Whitney U test and “Poisson regression analysis” by using GEE method" was used to data analyze. Finally, the same tests were performed after intervention program for both groups. Results indicated that, this approach can play a significant role on agility and movement skills and level of physical activity, while no significant difference was observed on aerobic endurance. The results support the hypothesis that the use of TGfU approach can be effective in facilitating the development of motor performance and improving the level of physical activity among children.

The aim of present study was to investigate and compare the status of children’s play clubs in selected countries such as England, Australia, Canada, Netherlands, New Zealand and Iran based on a comparative research and offer practical implications to improve Iranian child clubs as an optimal place for children to develop in all human dimensions. The subject of this study included children’s clubs in countries which the children were considered as a priority. The sample was selected based on convenient method considering those which had valid and accessible documents. The required data was collected from valid sources, scientific journals and databases. The George Z. F. Bereday model was used in four stages of description, interpretation, juxtaposition and comparison. The findings of the study showed 8, 3, 4, 3 indices, respectively, for playing areas, the amount of physical activity, instructors and teachers’ role and parents. Considering the different dimensions of children’s development and comparing these results with Iranian clubs, we found limited pivots on personal and subjective basic of the teachers. The results of the present study can have salient positive impacts on developing a comprehensive program and carrying out innovative measures in children’s play clubs according to previously mentioned pivots considering cultural layers of every city and region which can be effective in physical development and talent selections of Iranian counterparts.

The aim of this study was to investigate the effect of aerobic activity with low and moderate-intensity on executive functions and selective attention in children with ADHD. The present study was a quasi-experimental study with pre-test and post-test design. The statistical sample consisted of 20 girls 7 to 12 years old with attention-deficit / hyperactivity disorder (ADHD) from an elementary school in district 6 of Tehran city. They were selected as available sampling and randomly divided into two groups of low and moderate intensity aerobic activity. The Stroop and Tower of London tests were used to examine executive functions and selective attention in pre-test and post-test. Data were analyzed using one-way ANOVA, Tukey post hoc test, and Leven’s test. Results showed that the moderate-intensity aerobic activity group had better performance in the studied variables than the low-intensity aerobic activity group .

The development of motor skills and basic skills in childhood and adolescence and subsequently adolescence and adulthood affect the growth and development of all aspects of development. The aim of this study was to evaluate the effect of dynamic yard on motor development of children aged 8 to 12 years.

The present study was quasi-experimental with pretest and posttest design with control group. 30 healthy 8 to 11 year old male students who were studying in Kermanshah in the academic year of 1998-99 were selected voluntarily and randomly divided into two groups of control and experimental. First, pre-tests were performed for both groups. The third edition of Ulrich (2016) was used to assess motor skills. The experimental group participated in the standard training program for 8 weeks and 5 days per week, and the control group performed only daily activities. At the end of the intervention, post-test was performed for both groups. Data were analyzed using analysis of covariance at the error level of 0.05 with SPSS-19 software.

The results of covariance analysis showed a significant difference between the two groups in the post-test of large motor skills and the experimental group performed better than the control group in all variables.

It seems that in healthy 8 to 12 year old boys, using the dynamic yard program can significantly improve their motor development.

The development of motor skills and basic skills in childhood and adolescence and subsequently adolescence and adulthood affect the growth and development of all aspects of development. The aim of this study was to evaluate the effect of dynamic yard on motor development of children aged 8 to 12 years. The present study was quasi-experimental with pretest and posttest design with control group. 30 healthy 8 to 11 year old male students who were studying in Kermanshah in the academic year of 1998-99 were selected voluntarily and randomly divided into two groups of control and experimental. First, pre-tests were performed for both groups. The third edition of Ulrich (2016) was used to assess motor skills. The experimental group participated in the standard training program for 8 weeks and 5 days per week, and the control group performed only daily activities. At the end of the intervention, post-test was performed for both groups. Data were analyzed using analysis of covariance at the error level of 0.05 with SPSS-19 software. The results of covariance analysis showed a significant difference between the two groups in the post-test of large motor skills and the experimental group performed better than the control group in all variables. It seems that in healthy 8 to 12 year old boys, using the dynamic yard program can significantly improve their motor development.

Research in developmental psychology shows that the experience of exercise and play in childhood can have a significant and lasting impact on social development and psychological health. Therfore, the present study was conducted To evaluate the effectiveness of dynamic playground games on social development and perceived physical competence in boys aged 8 to 12 years.

The research was a quasi-experimental study with a pretest-posttest design. The statistical population of the present study consisted of all 8- to 12-year-old male students in Kermanshah in the academic year 2019-2020, from which 30 students were selected by convenience sampling and randomly divided into two groups of 15 experimental and Witnesses were present. The experimental group participated in dynamic yard games for 8 weeks. In the end, post-test was taken from both groups. Data were collected using the Vineland Social Development Scale (1953) and the Marsh somatic self-descriptive questionnaire (1998) and analyzed using analysis of covariance at the significant level of p <0.05.

Findings showed that playground games have a positive and significant effect on social development and perceived physical competence of children (P<0.001).

It seems that playground games can positively increase social development and perceived physical competence in children. Therefore, these games can be used to improve social status and perceived physical competence, which play an effective role in children's mental health.

Attracting the students’ participation in university recreational sports, require a systematic model and plan. The aim of this study was to design a model of recreational sport activities for students of Islamic Azad University. This research has an applied orientation and is a mixed research in terms of data type, which had an exploratory aim in the qualitative part and a survey strategy in the quantitative part. The statistical population of the qualitative section consisted of managers and faculty members related to the research subject, 22 of whom were selected by purposive quota sampling method. The statistical population of the quantitative section consisted of 381 individuals who were the educational managers in different branches of Azad University. According to the condition of sufficient sample size for factor analysis, 200 of them were selected by stratified random sampling. The method of data collection in the quantitative section, were library-based research and semi-structured interviews up to the point of saturation in data collection, and at the quantitative stage a researcher-made questionnaire whose face validity was confirmed by experts. Delphi method was implemented for qualitative analysis of the research variables, and for data analysis, statistical methods of factorial analysis and confirmatory factorial analysis and the goodness of fit indices (Freedman) were used in SPSS and LISREL software. The results depicted that the research model has three behavioral, organizational and environmental levels with 12 components. The model also has a favorable fit. There was no significant difference between the mean ratings of model levels (P> 0.05, x2 = 5.891). The most important component of behavioral level was structural factors; organizational level, organization and environmental level, economic. This model indicates that student participation in the recreational sports at University is influenced by a wide range of areas that should be considered in the development of strategies and policies, relevant managers.

Developmental Coordination Disorder (DCD) is a motor neurodevelopmental disorder characterized by a significant delay in acquiring coordinated motor skills as expected according to the chronological age and learning opportunities. Motor and behavioral problems in children with chronic DCD severely limit their daily activities, academic achievement, and class performance. Children with DCD show great difficulties in social and academic tasks and scholastic achievements. It is found that motor coordination difficulties in 5-8 years old children were associated with impaired reasoning, numerical skills, pattern imitation, fine motor skills, and memory function. Therefore, children with DCD experience more learning-related problems than normal children. One of the psychological aspects that is affected by DCD is perceived competence. This competence is one of the crucial factors in social activities such as participation in games and sports and is one of the most important prerequisites of motivation. This study aimed to compare the effectiveness of school group games on motor skills and perceived competence between normal girls and those with DCD.

The method of the present study was quasi-experimental with a pretest-posttest design and a control group. The study's statistical population consisted of all primary school students in Babol City, Iran, aged 9 to 12 years, and studying in the academic year 2019-2020. Of them, 30 DCD children and 30 normal children were selected and divided into four groups: control-DCD, experimental-DCD, control-normal, and experimental-normal (n=15 for each group). Initial diagnosis of DCD was performed using the Revised Developmental Coordination Disorder Questionnaire (DCDQ-7) (Wilson et al., 2009). The final diagnosis of DCD and motor proficiency was performed using Movement Assessment Battery for Children-Second Edition (MABC-2) (Henderson et al., 2007). To evaluate the perceived competence, we used the Physical Self-Description Questionnaire (Marsh et al., 1994). Both experimental groups underwent the training program 5 days a week for 8 weeks, while the two control groups performed only daily activities. In the end, all four groups participated in the posttest. The obtained data were analyzed using descriptive (mean and standard deviation) and inferential statistics (analysis of variance, analysis of covariance, and LSD post hoc test) in SPSS software version 19. The significance level of all statistical tests was 0.05.

The results showed a significant difference between the four groups in the variables of manual dexterity (p<0.001), receiving and throwing (p<0.001), balance (p<0.001), the total score of motor skills (p<0.001), and perceived competence (p<0.001). Experimental groups performed better than control groups in the posttest of all studied variables (p<0.05). Also, the difference in the scores of the experimental groups of DCD and normal was negative in all variables. However, this difference was significant only in the subscales of receiving and throwing (p=0.023) and balance (p=0.009).

According to the findings, group games improve motor skills and perceived competence in normal and DCD children. However, these games have a more significant impact on DCD children.

Learning is one of the important parts of life. There is not sufficient experimental evidence to support the effectiveness of different educational models. This study endeavored to compare the effect of traditional educational model and teaching games for understanding (TGFU) model on learning the long service skill in female adolescents.

For this quasi-experimental, cross-sectional study, 40 adolescent female students without experience of playing badminton were randomly divided into two groups of 20 as the traditional learning model group and TGFU model. Data were collected using the personal information questionnaire and Scott and Fox badminton long service test. The study consisted of pre-testing a set of attempts with 20 repetitions, acquisition stage (exercises in the style of traditional educational model and educational model of TGFU) for 12 sessions of 5 sets with 10 attempts according to the available manuals; the post-test (memorization) stage was one attempt with 20 repetitions. Data were analyzed by Friedman test for the intra-group comparisons and the Mann-Whitney test and the Wilcoxon test for intergroup comparisons at the significance level of 0.05.

The results showed no significant difference between various categories of acquisition efforts (P ≥ 0.05); however, the average rank of TGFU training model group was higher than that of the traditional training group. In the post-test comparison (0.75 to 1 point), the TGFU educational model group had a higher mean than the traditional educational model group (P ≤ 0.001).

Based on the results obtained, it seems that the TGFU educational model can be proposed as a better educational model to replace the traditional skill-based educational model for training and coaching.

The goal of this study is to compare the effect of fatigue on decision-making and visual search behavior of novice and expert soccer players. Participants were 14 male novice soccer players (mean age= 22.5 years) and 14 experts (mean age= 27.4 years). Both groups watched films of 1 Vs. 1 attack situations. Then they announced their decision to move left, right, or shoot in two circumstances of not fatigue and fatigue. The results of t-test showed that there was no significant difference between the scores of decision making of both groups in pre-test and posttest. (P>0.05).The number and duration of fixation were evaluated by ANOVA. The results of the number of fixations showed that the main effect of skill level was significant (P<0.05), but the main effect of the test stages was not significant (P>0.05). Also, the interactive effect of skill level at the gaze points, skill interaction with the test stages, interaction between the gaze areas with the test stages and interaction between the level of skill in the gaze areas of the test stages were not significant (P>0.05). The results of fixation time showed that the main effect of skill level and test stages was not significant (P>0.05). The interactive effect of skill level in the test stages and interaction of skill level, gaze points in the test stages were significant (P<0.05). It is suggested that players to be trained to pay attention to critical points of opponents body in fatigue situations.

Adopt appropriate measures for attracting students in active participating in recreational sports and to ensure their health needs a good command in knowing the effective factors in this regard. The aim of this study was to investigate the organizational factors involving in increasing students’ participation in recreational sport activities at the university. This study base on objective was of applied research, and with respect to nature was exploratory mixed method. In the qualitative, first a library research was done. Then, with 22 experts selected through purposive Non-random sampling were semi – structured interviewed based on saturation in data collection. In the second phase, the questionnaire with 5 components and 24 items was developed. Face validity was performed to confirm the questionnaire by experts. The statistical population of the quantitative phase consisted of 381 educational managers of Islamic Azad University in different branches was confirmed based on Morgan table and sample size requirement for factor analysis, 201 stratified random sampling methods were selected. Delphi method was used for qualitative analysis of research variables and factorial analysis (EFA) and confirmatory factorial analysis (CFA) then the goodness of fit indices (Freedman) to prove the validity of the questionnaires to examine the reliability of the scales, Cronbach’s Alfa. The results depicted that organizational factors influencing students' participation in university leisure activities can be classified into five components: organization, facilities and infrastructure, financial resources, technology and media, and planning, respectively. These results can help the authorities formulate sports university strategies and policies.

Reallocating boosted memory can lead to blocking or updating and re-boosting memory. Various factors affect the performance of memory reinforcement. Therefore, the aim of this study was to determine the effect of aerobic exercise and electrical stimulation of the brain on memory reinforcement in sleepless and sleepless conditions.

45 young participants aged 20 to 25 years participated in the present quasi-experimental study conducted in 2019. Data were collected using demographic questionnaires, Petersburg sleep quality, Edinburgh excellence, Wechsler memory, chain reaction color matching time test, direct cranial electrical stimulation device and heart rate monitor. Subjects were selected based on inclusion criteria and then randomly assigned to three experimental and control groups. The subjects performed the chain color matching task in the acquisition stage (six blocks of 100 attempts), then the first group performed aerobic physical activity for 30 minutes, the second group did 15 minutes of electrical stimulation of the skull and 15 minutes of aerobic physical activity. All groups called the chain color matching task in a 100-item block 30 minutes after the training intervention and participated in the retest tests one and 48 hours later. The collected data were analyzed using one-way analysis of variance, repeated measures analysis of variance and Bonferroni post hoc test.

The results indicated that the subjects performed better in the third training block than the first and second training blocks (p ≥ 0.05). In the retention test after 1 hour, the aerobic exercise group had the best performance and the combined exercise group had the weakest performance (p ≥ 0.05). In performing the retention test after 48 hours, the combined exercise group had the best and the control group had the weakest performance.

According to the findings of the present study, aerobic physical activity and electrical stimulation of the brain to increase memory-enhancing performance are recommended.