task complexity

This study aimed was to investigate the Modeling the Causal effect of Leadership Style and Job Autonomy and Task Complexity on Creative Behaviors in Employees Kermanshah of sport media. For this purpose, standard questionnairesKouzes&Posner’stransformational leadership (2003), Langfred’s (2005) job autonomy, Maynard and Heckl’s (2009) task complexity were used. Research statistical population was consisted of Employees Kermanshah province of sport media which among them 103 persons were selected cluster sampling method as a sample. Descriptive statistics was used for categorization and summarization of raw data, and structural equations modeling was used among inferential statistics. The data were analyzed using SPSS and Amos 23. The findings show Transformational Leadership Style, Job Autonomy, and Task Complexity effect on Employees of sport media creative behaviors. Also the results of the pathway analysis Transformational Leadership Style, Job Autonomy, and Task Complexity confirmed the conceptual model of the research. Based on the findings, it is suggested that Transformational Leadership Style, Job Autonomy, and Task Complexity should be considered as three of the effective factors on Employees of sport media creative behaviors. Generally, it can be argued that Employees of sport media creative behaviors should be empowered and that their Transformational Leadership Style, Job Autonomy, and Task Complexity should grow even more. According to research findings, it can be said that if the conditions of Transformational Leadership Style, Job Autonomy, and Task Complexity in the organization are provided for Employees of sport media, creative behaviors can be promote.

The aim of this study was to explain the role of job autonomy and task complexity in creative behaviors of employees of Sport and Youth offices of Golestan province (N=220). 140 employees of these offices were selected as the statistical sample by simple random sampling method. To collect data, Langfred’s (2005) job autonomy, Maynard and Hakel’s (2009) task complexity and Zhou and George’s (2001) creative behaviors in workplace questionnaires were used. Face and content validity of the questionnaires were confirmed by experts and reliability coefficients of the questionnaires were determined respectively as 0.83, 0.78 and 0.79. Data were analyzed and the causal relationships of research variables were identified by structural equation modeling based on Smart PLS 2. Results showed that autonomy in job planning had a positive and significant effect on employees’ creative behaviors (t=3.31, β=0.34). The effects of autonomy in the approaches to do the job and autonomy in job evaluation on creative behaviors were not significant. Results showed that the task complexity of job had a negative and significant effect on employees’ creative behaviors (t=3.38, β= -0.38). Also, predictor variables of the study totally explained 44% of the variation of creative behaviors variable. According to these results, it is suggested that respective managers should identify the individual and organizational factors affecting the employees’ creative behaviors such as empowerment, knowledge sharing, organizational learning culture and organizational support to lay the groundwork for a creative and innovative organization in the field of sport.

The purpose of this study was to examine effects of instructional self-talk on the acquisition and retention of task with degrees of complexity and difficulty on Fundamental skills of basketball in female students.

The 57 female students with an average age 19±0.82 were divided to 4 groups including: task with low complexity, “fast dribble” high complexity, “dribble with obstacle” low difficulty “throw from 1.5 m”, high difficulty “throw from 3 m”. Before the training of subjects, pre-test was performed. The subjects in the acquisition, 16 blocks of 5 trials practiced then, the acquisition test, after a week performed 1 block of 5 trials in the retention test. The data were analyzed by one way ANOVA, Bonferroni post hoc test.

The results showed that there is a significant difference between experimental with degree of complexity and difficulty groups, in the acquisition and retention tests. These findings suggested that instruction self-talk is an effective factor on the performance and learning tasks with degree of complexity and difficulty, is also effective on some degree of low or high of complexity and difficulty.So that this effect was observed in a low complexity and difficulty.

It seems instructional self-talk effect acquisition and learning of Fundamental skills of Basketball with degrees of complexity and difficulty. In addition this effectiveness observed in low of degrees of complexity and difficulty in respect of high degrees of complexity and difficulty

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 explore the effectiveness of the number of practice trials in determining the degree of task complexity. Sixty subjects according to the types of tasks (A-B) and receiving feedback (100%, omitted, self-control) were randomly divided into six groups.All of the subjects practiced 100 trials tasks in each day on first two days. Retention tests were performed during the second and third day and reacquisition tests were performed on the third day. Using ANOVA with repeated measures showed found that,all of the subjects improved across practice trials on both days but this improvement in B task was significantly better than A task on the second day. Subjects were significantly better in the second retention and reacquisition tests compare with first one’s, in addition subjects that practiced B task were better than those that practiced A task in the second retention test (p<0.05). Results indicate that A task was more complex than B task, and the optimal practice trials is required to understanding which task is complex.

There is no doubt that augmented feedback has an important role in improving learning. However، it is the content of the feedback which is challenging. The aim of the present study was to examine the effect of feedback on successful versus unsuccessful trials on simple and complex tracking tasks. For this purpose، 48 undergraduate right-handed male and female students of Hakim Sabzevari Teacher Training University (mean age = 23+1. 8 yr) were selected from those students who had taken general physical education course and were randomly divided into four groups (N=12) of feedback on successful and unsuccessful trials in simple and complex tasks. The tracking task was designed in two levels (simple and complex) in a computer software format to be performed by the participants with maximum speed and the lowest number of errors. During the acquisition phase، participants performed 7 blocks of 6 trials in 8 days and they received feedback on two trials. The method of research was quasi–experimental and ANOVA for multiple factors، analysis of variance with repeated measures and Bonferroni post hoc test (P˂0. 05) were used for data analysis. The results showed that in the acquisition test، the main effects of trial days and task complexity (in movement time) were significant. These factors did not significantly influence movement error and their interaction. In immediate retention test، the effects of the type of task and feedback (in movement time) were significant while these factors did not significantly influence movement error and their interaction. In delayed retention test، the effect of the type of task was significant in movement time and movement error. The types of feedback and task were significant in transfer test (in movement time) and these factors and their interactions were not significant in movement error. The results suggested that the types of feedback and task can be regarded as effective independent factors in learning. The types of feedback and task were more effective for movement time.

The aim of this research was to determine the effect of contextual interference derived from self-regulation practice with regard to type of task on acquisition and retention of tracking tasks with an emphasis on meta-cognition hypotheses (cognition and meta-cognition phenomena). For this purpose، 24 right handed male and female students of Yazd University (mean age: 22± 1. 7) were selected via self-regulation questionnaire as high self-regulated subjects. They were randomly assigned to two different groups: simple tracking (n=12) or complex tracking (n=12). The method was quasi-experimental. The tracking tasks used in this study were designed by software whose aim was tracking with highest speed and lowest error. The movement time and movement error (click) as well as the number of pattern switches were assigned as scores in different groups. The subjects practiced 8 blocks of 16 trails per session; then، they participated one block of 16 trials in the immediate and delayed (after 72 hours) retention phases. The data were analyzed by ANOVA with repeated measures and t test in acquisition phase and retention tests. Results showed no significant difference between the two groups in two types of tasks in acquisition and immediate and delayed retention phases of movement time. A significant difference was observed in movement error in the acquisition phase (P<0. 05) while this difference was not observed in immediate and delayed retention phases. There was a significant difference between the groups in the two types of tasks in the acquisition phase of the number of pattern switches، that is، the complex tracking group asked for lower number of pattern switches. Also، t test results showed a significant difference between the first and eighth block of simple tracking task to compare the number of pattern switches while no significant difference was observed in the complex tracking task. Thus، the finding suggested that self-regulated subjects with a perception of task complexity created levels of contextual interference and then reduced it through continuing the practice.