keyvan azizi

The aim of this study was to investigate the effect of Cognitive and Motivational Imagery on the learning of soccer shooting and pass skills.

Subjects of this study consist of 48 masculine students of Shahid Beheshti University with age ranged 19-30 years who did not participate in organized soccer trainings. Participants were randomly assigned in 6 groups (cognitive imagery, motivational imagery and control in shoot as motor skill and pass as cognitive skill). Research protocol included pre-test; 15 acquisition sessions (3 days a week); acquisition test immediately after the last acquisition session; and retention and transfer tests, 72 hours after the acquisition test. For data analyzing, with regard to the effect of pretest scores on posttest scores, it was used one-way analysis of covariance Bonferroni post hoc test in acquisition, retention and transfer.

Results indicated that in instep shooting skill, there was no significant difference between cognitive and motivational imagery, but in pass skill motivational imagery group was significantly better performance than other groups.

Regarding these results, coaches and athletes are advised to use motivational or cognitive imagery in motor skills and motivational imagery in cognitive skills.

This systematic review examines the application of poststructuralist theories in the development of diverse curricula, focusing on their impact, benefits, and challenges. Poststructuralism, with its emphasis on the fluidity of meaning, critique of power structures, and the dynamic interplay between knowledge and society, has become increasingly influential in educational theory and curriculum design. The review begins by exploring the foundational concepts of poststructuralist theories, highlighting the contributions of key theorists like Michel Foucault and Jacques Derrida. It then analyzes various case studies where poststructuralist principles have been successfully integrated into curricula, particularly in higher education and elementary schools. The findings indicate that curricula informed by poststructuralism foster critical thinking, creativity, and active student participation, making them more adaptable to contemporary societal needs. However, the implementation of such curricula also faces significant challenges, including resistance from traditional educational structures and the complexity of poststructuralist ideas. The review concludes with recommendations for future research and practical strategies for curriculum developers to effectively integrate poststructuralist theories into educational frameworks.

This narrative review examines the role of hybrid learning models in enhancing teaching quality in universities. Hybrid learning, which combines traditional face-to-face instruction with online components, has gained significant attention as a method that potentially improves teaching outcomes. This review synthesizes findings from various studies to explore the impact of hybrid learning on teaching quality, focusing on aspects such as instructional methods, student-teacher interactions, and overall educational effectiveness. The results indicate that hybrid learning models can lead to improved academic performance, greater student engagement, and enhanced flexibility in learning. However, challenges such as access to technology and the need for faculty training are critical factors that can influence the successful implementation of hybrid learning. The review concludes by discussing the potential of hybrid learning to transform higher education and provides recommendations for future research to address the existing gaps, particularly in the context of technology access and instructor preparedness.

The present research was conducted to determine the effect of innovative model of improving students’ creativity in English classes. The study is designed in a semi-experimental manner, using pretest and post-test with a control group. The population was all girls in the third grade of secondary school in 2017 academic year of Sarpol Zahab, Iran. 64 subjects were selected by multi stage cluster sampling as the statistic sample. The instruments were a Torrance Creativity Test (Form B) and innovative Teaching Model Checklist. The mean, standard deviation and analysis of covariance were conducted to analyze the data. The results showed that in the after test, the average scores of students’ creativity in the test group taught through innovative teaching type was significantly more than the control group that had been taught in the common way (p=0/001). Also there were significant differences in the average of scores between the test group and control group in all the sub-measures of Creativity (fluidity, originality, flexibility, elaboration) (p<0/05).

The present study was an attempt to improve academic achievement motivation in English and Arabic courses through multimedia instruction. The population of the study was all male third grade high school students in Sarepolezahab. Through convenient sampling, 20 students were selected and were randomly assigned to two experimental and control groups. The instrument which was used to gather the data was Welrend et. al.'s (1991) academic motivation questionnaire. The data was analyzed conducting independent samples T-Test and MANOVA. The results showed that there was a significant difference between the experimental and control groups post tests. (p=0.001). Also, the results revealed that there was a significant difference between intrinsic motivation and the subscales of intrinsic motivation to accomplish things (p=0/008), to Know understanding (p=0/006), identical regulation (p=0/010), and amotivation (0=0/001). But, related to intrinsic motivate experience stimulation and external motivation for introjection and external regulation subscales, the difference was not significant. Because of the significant relationship between the studied variables, multimedia method is suggested to promote academic motivation.