rosa rahavi ezabadi

Teaching outcomes are often closely related to the decisions teachers make while teaching and delivering educational content. Therefore, the aim of the research is to investigate the effect of educational content on improving the executive functions of students in physical education.

This research was conducted in terms of practical purpose and in a semi-experimental way using a pre-test-post-test design with a control group. The statistical population of this research was female students of the first year of secondary school in Al-ashtar city. The sample number of 62 participants with an average age of 14.24 ± 0.76 was selected as available. The data collection tool included the Wisconsin card sorting test and also the Tower of London test. First, a pre-test was taken , then the experimental group was given the necessary training in 8 sessions games and classroom activities according to the activity and full curriculum and based on the six standards of the National Association of Physical Education and Sports. Then both groups participated in the post-test and the data were analyzed using one-way analysis of covariance at a significance level of P<0.05.

The results of the research revealed that the presentation of educational content in the physical education classroom in the experimental group led to the improvement of executive functions such as planning, organizing, the ability to adapt cognitive strategies to challenges and to maintain cognitive rules, as well as problem solving skills compared to the control group. Therefore, the approach of teaching by the teacher and providing effective content in the classroom had a potential impact on improving the executive functions of students in physical education.

In general, the results of this research show that the use educational content has an effect on improving executive functions such as planning, organizing, the ability to adapt cognitive strategies to challenges, and problem solving for learners. Therefore, it is suggested that teachers make compile lesson objective during physical education So that learners, in addition to achieving the standards of physical education, also achieve the elevation of executive functions that affect aspects of cognitive performance

Aging is associated with physical and cognitive changes that can affect people's quality of life and independence. Therefore, the aim of the present study is to investigate the effects of combined progressive cognitive and Pilates exercises on structural and functional constrains in active elderly women.

The current research is semi-experimental and practical in terms of its purpose. The participants in this research were 50 active elderly people, with an age range of 60 to 80 years, who were selected as available, after completing the consent form, they were randomly assigned to two experimental groups, and Controls were divided. The experimental group did Pilates and cognitive exercises for 12 sessions, three days a week, while the control group did not participate in this exercise period. Data were evaluated using one-way analysis of covariance.

The results showed that there were significant differences between the two groups in the agility factor (p=0.001) from structural constraints, as well as in motivation to participate in physical activity (p=0.001) from functional constraints. However, no significant differences were observed between the groups in the balance factor (p>0.01) from structural constraints and in mental reinforcement (p>0.01) from functional constraints.

Combined Pilates and cognitive exercises can help improve agility (structural constrains) and increase motivation for physical activities (functional constrains) in the elderly. This type of exercise is suggested as an effective way to improve the physical and mental health of the elderly and improve their quality of life.

The present study was conducted with the aim of predicting socio-cultural and individual constraints to regular physical activity in youth during the outbreak of covid-19.This research is correlational, and the statistical population was 64,309 female students of Tehran public universities. 371 females with an average age of 24.27±0.17 years, participated via a random method. The BASNEF model constructs questionnaire and the standard physical activity questionnaire (IPAQ) were used to collect data. Data were analyzed using Chi-square, logistic regression, and linear regression tests. The research findings indicate that there is a significant relationship between background variables and regular physical activity. Subjective Norms, behavioral intention, and enabling factors (characteristics of sports facilities and equipment) were considered important predictors of regular physical activity among young people. Also, Subjective Norms and attitudes (participation motivation) affect the behavioral intention of doing physical activity in young people.Therefore, it is recommended that Education officials in universities, Anticipate the necessary infrastructure to provide sports halls, equipment, and suitable facilities in order to improve the level of physical activity in young people. Furthermore, families should provide primary conditions for physical activity for their children, identify their sport activity interests and support them financially and spiritually.

Observational learning is an effective pedagogical approach that can be used as a method to improve motor skill acquisition and also a useful instrument to promote psychological variables such as self-efficacy by emphasizing the motivational aspect. Although, little research is known about the model type and the observation conditions which will optimize learning. This study aimed to clarify the effect of using a combination of ideal model-observation and self-observation on self-efficacy and learning the forehand service of table tennis. Forty females were assigned to one of four experimental groups. All groups received the same instructions concerning how to perform the task, filled out a self-efficacy questionnaire, and then performed 10 pre-test trials. The acquisition phase included six sessions. The retention test was done 72 hours after the last acquisition session. Mixed ANOVA with repeated measures and Bonferroni post hoc tests were conducted, and one-way ANOVA was used to determine group significant differences. The results indicated that observing the combination of skilled and learning models led to the highest self-efficacy for learning, compare with other experimental models. Also, significant learning of the task was shown in the acquisition phase in which the performance of all three experimental groups was clearly superior to the control group. Although in this phase there was no significant difference between the performances of two groups of combined skilled-learning and skilled. The results of the delayed retention test indicated that the performance scores of the combined skilled-learning group were significantly higher than the other three groups. Also, in this phase, the difference between the combined skilled self-observation and control or skilled groups was not significant. Demonstrating a skilled model is the most popular type of observational learning among the instructors and physical education teachers, it is suggested that adding a learning model to that leads to better performance and enhancing the self-efficacy.

The aim of this study was to Comparison of cognitive and non-cognitive skills of 18-24 year old male student athletes and non-athletes. A total of 200 students from different field of study at Mazandaran University were selected using random sampling method and then 60 students(30 athlete and 30non-athlete) fill the Parkers Problem Solving Questionnaire, Martin and Rubins cognitive flexibility , Helmrich & Spences Motivation for Progress and Abedis creativity .The Data analyzed by multivariate analysis of variance and U Mann-Whitney .Results showed that there is difference between problem solving cognitive skills in male students of athletes with non-athletes of Mazandaran University, and there is superiority with athletic students. And also results showed there is difference between non- cognitive skills of motivation progress in male student of athletes with non-athletes of Mazandaran universities, and also there is superiority with student of athletes. But there is not difference between cognitive flexibility and non-cognitive skills of creativity in male student of athletes with non-athletes of Mazandaran universities. Findings showed that physical activity and sports can as effective factor on skills of problem-solving and motivation for progress.

The current study investigates the relationship between simple reaction time, choice reaction time, and eye-hand coordination with peripheral vision in elite female table tennis players. Ten female table tennis players of the Iranian national team with a mean age of 19.7 ± 5.964, in the 18th Asian Games of 2018, Jakarta, participated via convenience sampling. The visual field was evaluated with the Humphrey automated perimetry. Choice and simple reaction time were assessed using Deary-Liewald reaction time tester software. In order to measure eye-hand coordination, the manual test of alternate-hand wall toss was used. Data were analyzed in statistical package for the social sciences using Pearson’s correlation. The results show that there was no significant relationship between simple and choice reaction time with peripheral vision in the left and right eyes. Also, results show that there was no significant relationship between eye-hand coordination with peripheral vision in the left and right eyes (P ≤ 0.05). The findings of this study show that experts in an activity visually searched their environment and located essential information more effectively and efficiently than novices. Therefore, we know that this visual feature is more a function of expertise than visual acuity.

Contextual interference and motor imagery are variables that affect motor learning. The purpose of this study was to investigate the effect of type of interference and practice on motor memory consolidation in the elderly in order to investigate the cognitive processes of motor imagery and contextual interference.

The statistical population of the present study was elderly 80-60 year old men and women in Qazvin city. Participants completed questionnaires of individual profile, Edinburgh handicapping, Pittsburgh Sleep Quality, motor imagery/version 3. According to the criteria for entering the research, 80 elderly people who did not experience the pass and dribble were selected as a statistical sample. The research included pre-test, acquisition, and retention test. The subjects were randomly assigned into 8 groups (Blocked physical, Randomized physical, Self-regulated physical, Yoked with Self-regulated physical, Blocked physical combined with motor imagery, Randomized physical combined with motor imagery, Self-regulated physical combined with motor imagery, Yoked physical combined with motor imagery). All participants were generally trained correctly in the pass and dribble basketball, then in the pre-test, they performed 10 attempts with the arrangement (2A2B). At the acquisition, the subjects of each group, according to their Scheduled practice (a total of 8 blocks of 10 attempts), practiced pass and dribble basketball skills. Retention test was performed 24 hours after the last acquisition block training session.

The results of covariance analysis with repeated measure showed that the self-regulated physical combined with motor imagery group in the acquisition and retention test had the best performance and the physical training group was weaker than other groups. The performance of the combination group with random arrangement was better than the combination group with blocked arrangement.

Following the expansion of the Covid-19 Pandemic, many parts of the world have turned entirely too e-learning. In this regard, universities refused to hold face-to-face training classes and started creating virtual training classes. This study was aimed to investigate the relationship between computer literacy and e-readiness among students. In this cross-sectional study, 100 eligible female students of Yazd University in Iran in age group of 19-21 years were selected by convenience sampling method. They were in the first semester of the academic year 2020-2021 that took the physical education subject and participated in the class through virtual education. Data collection tools were a standard computer literacy questionnaire based on seven ICDL standard skills and a Watkins standard questionnaire were used to measure students' e-readiness. Data were analysed in SPSS-23. Using descriptive statistics and the Spearman correlation coefficient. P-value There is a significant and strong relationship between computer literacy and e- readiness only in the subscale of skills and communication (0.04), But there is no significant relationship between computer literacy and other subscales of e-readiness, such as motivation (0.96), access to technology (0.68), learning ability (0.86), internet group chat (0.96), important issues for successful learning (0.6). The findings of this study showed that there is a significant relationship between computer literacy and e-readiness only in the subscales of skills and communication. There is no significant relationship between computer literacy and other subscales of e-readiness. Having these skills helps the learner to acquire information and knowledge. University policymakers and planners need to pay special attention to improving computer literacy skills and increasing students' e-readiness.

The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of forehand drive in table tennis. The 32 female student with 18- 24 years old that passed specialized table tennis unit, contributed as convicted. They randomly were divided to massed and distributed practice groups. The skill used in this study was the forehand drive. After pretest, the massed group practiced all 240 Trails in one session, and the distributed practice group practiced 60 trials per day on 4 consecutive days. After acquisition phase, Participants were asked to predict performance on the retention phase. Participants were asked, “what would you predict your average score on the first the retention test? “And then half of participants of each group contributed for a retention test 1 day later, half of other participants of each group contributed for retention test 7 days later. The data were analyzed by independent sample t test and two –way analysis of variants (ANOVA) with repeated test. The result showed significant differences between massed and distributed practice groups in the acquisition, retention (1, 7) test and also judgment of learning (p

the effects of meta-cognitive and cognitive strategies and difficulty making decision on accuracy of forehand top spin of table tennis. The 29 male players (21.20±9.24 years old) were divided into 3 groups Meta cognition strategies, cognition strategies and control group. The difficulty making decision was determined by color of ball and impact place forehand top spin. Before the training of subjects, pre-test was performed. The subjects in the acquisition, 15 blocks of 20 trials practiced, and both in the retention and transfer tests (after a 48 hour), 1 block of 20 trials practiced.The databy ANOVA with repeated measures, one-way ANOVA.The results showed that there is a significant difference between the self-regulation strategies practice groups and various groups in retention and transfer phases. These findings suggested that f meta-cognitive strategies is the effective variable in performance of skills that needs levels of difficulty making decision

Background & Purpose: The purpose of this research was to determine the effects of contextual interference on learning simple and complex tasks with indexes difficulty. A number of 56 right handed Yazd university students with a mean age of 22 1.3years were selected through convenience sampling and were randomly assigned to four groups which differed in scheduled practice and type of task performed (simple and complex). Fitts’ task with different indexes difficulty were designed as software and appeared on a computer monitor.The aim of this task was maximum movement speed and accuracy. The subjects practiced 8 blocks of 8 trails in the acquisition phase and then practiced 1 blocks of 8 trails in the immediate retention phase. In transfer tests, they performed 1 blocks of 8 trails. The data were analyzed by mixed factor ANOVA, two way ANOVA and Kruskal-Wallis test (P The results showed a significant difference between various scheduled practices and type of tasks in different phases of movement speed. Meanwhile there was no significant difference between various scheduled practices of movement accuracy. These findings suggest that contextual interference effect depend on trade of speed and accuracy. The results suggested usage from low contextual interference (blocked scheduled practice) is appropriate in tasks that benefit from the principal of speed and accuracy.

The purpose of this study was to comparing of motor proficiency, internal behavior (anxiety), external behavior (aggression) and educational progress preterm children 8-10 years with term children.The subjects were consist of 50 female students from primary elementary schools of Kermanshah province with an average age of 8.84 ± 0.9 years and average birth weight of 2.31 ± 0.15 preterm children and 3.44 ± 0.41 in term children, that, were selected convenience from ten schools according to the vaccine card and the individual information. They were divided into 2 groups, which one of them was preterm children group and one of them was term children. The Linklon Oseretsky Motor proficiency Scale test, Spence Anxiety Questionnaire and Nelson's Anger Questionnaire were investigated by motor proficiency, the internal behavior and external behavior, respectively. Educational progress was also evaluated based on math, science and literature marks in report card of the academic year 2016-2017. The data were analyzed by one-way ANOVA. The results showed a significant difference between preterm and term children groups in motor proficiency, internal behavior, external behavior and educational progress. The findings show that early birth is an indicator factor that can negatively influence educational progress, motor proficiency, and child behavior. Due to preterm children’s need to special learning in educationally and behavioral areas, suggested to more support from school and family for these children, such as supervision, guidance and educational interventions.

Regular physical activity as the first priority is the expressed healthy lifestyle. The aim of this study was to evaluate the effect of education on physical activity housewives.
The 106 persons were selected random sampling in two groups (53 patients in the intervention group and 53 in control group). The International physical activity questionnaire was used to measure. Questionnaires pre and post intervention and control groups within 3 months after the training was completed in the intervention group. Training for lectures, PowerPoint, CDs and pamphlets related to the topic, the intervention group was provided. The results were analyzed by using the Pearson correlation coefficient, Mann Whitney U, Kruskal-Wallis and Wilcoxon tests.
The results showed that a significant difference Score for recreation, sports and activities, free time in the intervention group .Also, there are significant difference Walkway equivalent overall in the intervention group.
The findings that suggest that education using media such as CD and pamphlets, along education by PowerPoint and learning assist tools, and continuity can be increases the sport activities and physical activity of women housewives.