نشریه رفتار حرکتی
پیاپی 28 (تابستان 1396)

The purpose of this research was to examine the psychometric properties (validity and reliability) of sport imagery questionnaire among Iranian national team’s athletes. For this purpose, the 355 athletes in Iranian national were selected and completed the Persian version of the sport imagery questionnaire. This questionnaire involved 30 questions and five components such as Motivational Specific (MS) Imagery, Motivational general-mastery (MG-M) imagery, Motivational general-arousal (MG-A) imagery, Cognitive specific (CS) imagery and Cognitive General (CG) function of imagery. Data were analyzed with Confirmatory factorial analysis based on structural equations, Cronbach’s alpha coefficient and intra-class correlation coefficient tests. Result showed that the sport imagery questionnaire has acceptable fit indexes (RMSEA=0.071, CFI=0.97, TLI=0.96, PNFI=0.72, and PGFI=0.68), internal consistency and temporal reliability (0.79-0.88) among Iranian national team’s athletes. Thus, the Persian version of sport imagery questionnaire has acceptable reliability and validity in Iranian national team athletes and coaches, researchers and athletes can use this questionnaire.

The purpose of this study was to investigate the effect of perceptual-motor exercise on social growth in children with educable intellectual disability. 24 mentally retarded children with mean age 8.80±1.22 and IQ 66.73±1.92 were selected purposively (12 individuals for experimental group and 12 individuals for control group) in Isfahan. Based on their IQ and performance insocial growth questioner measured by the Weilandsocial growth questioner. They were randomly divided into two control and experimental groups. Experimental group participated in 8week perceptual-motor exercises training, sessions of 4 mints per week and totally 24 sessions and control group continued its daily activities. All subjects were pre-and post tested for data collection. Ancova-test was used for comparison between two groups (P

The aim of this study was to investigate the relationship of force control and adjustment of dominant hand’s angle to selected psychological traits in athlete and non-athlete students. 120 participants including 99 male and 21 female athlete students (19-29 years old) from different sports and 120 non-athlete students from Tehran university (20 girls, 100 boys) attended in the study. Digital handgrip device and angle joint measurement device were used respectively to assess force reproduction and joint reposition. Profile of Mood States Questionnaire was used to measure mood states and to measure emotional intelligence we used Schutte’s emotional intelligence scale. To evaluate relationship between variables Pearson's correlation coefficient was used. The Z-Fisher was used for investing difference between correlation coefficients. The results showed that there was a significant relationship between POMS’s scores with force control and adjustment of dominant hand’s angle errors in both groups, although the relationship was stronger in nonathletic subjects. The findings indicated that negative mood states can lead to kinesthesis sense errors, but that is less effective in athletes. On the other hand, that there was not significant relationship between EQ’s scores with force control and adjustment of dominant hand’s angle errors in both groups, i.e. kinesthesis sense cannot be affected by cognitive control of emotion and longtime sport participation does not affect on their relationship.

The aim of this study was to compare the effect of individual and team plays on attention and short-term memory of educable mentally retarded children. Therefore, 36 mentally retarded students of Andishe Special School of Qazvin province were selected using convenience sampling method. Students’ chronological age range was between 8 and 15 years, their mental age was between 7 and 10 years with IQ of 50 to 70. After matching, subjects were divided into three groups: control, individual play and team play. This study had a quasi-experimental design administered as pretest-posttest. Data were collected by children WISC numbers subtest (short-term memory) and were analyzed using analysis of covariance with significance level of ... .

The aim of this research was to study effectiveness of virtual reality and reality training with and without auditory information limitation on motor learning table tennis forehand.In this quasi-experimental study, 48 students novice (except physical education and sport science students) with age (20.28 ± 0.99) cluster multi-stage were selected and participants were assigned after pre-test and a training session according to age, high and obtain score, in two groups homogenous (reality training, reality training with auditory information limitation, virtual reality training, virtual reality training with auditory information limitation). These subjects were practice 6 sessions and each session 60 drive forehand table tennis. Data using analysis of covariance and tukey post hoc test were analyzed. Results showed four group in drive forehand progressed and this improvement obtains from training. The results show that in acquisition and retention phase reality training without auditory information limitation group was better performance to with auditory information limitation group (P≤0.005) and between virtual reality groups with and without auditory information limitation, reality training and virtual reality groups and between reality training and virtual reality groups that they had auditory information limitation and finally, between reality training with auditory information limitation group and virtual reality group was not observed a significant difference (P≥0.005). The results show that practice in virtual reality as a game activated can be a substitute for reality practice and provide opportunities to better learn. Also, auditory information facilitates for performance.

Physical activity by inducing the secretion of neurotrophic factors may affect the motor development and cognitive function. The aim of this study was investigating the effects of three months of regular physical activity on the serum Brain-derived Neurotrophic factor, intelligent quotation and motor development of mental retardation children’s. Forty children with mental retardation (12-16 years old) were availably selected and randomly assigned in control (n=20) and physical activity training (n=20) groups. Training program include 3 months (12 weeks), 3 d·wk–1 and 45 minutes in each session. Serum BDNF, intelligence quotient and motor development were determined 48 hours before and after physical activity program with an ELISA and Lincoln-Oseretsky motor development scale, respectively. The data were analyzed by using ANCOVA (P≤0.05). The results showed that 3 months regular physical activity increased significantly the level of BDNF and motor development of training group (P≤0.05). The total scores of perceptual-motor ability subscales such as speed, general dynamic coordination and hand dynamic coordination improved significantly after 3 months of regular physical activity (P≤0.05). There is no significant change of intelligence quotient scores in control and experimental groups. Therefore, regular physical activity may affect the motor development of children with mental retardation through brain derived neurothrophic factors.

The aim of this study was to compare motor and cognitive development between typically developing preschool children and children born low birth weight.Fifteen TP children and 15 children born low birth weight were participated in this study. Test of gross motor development (second version, TGMD-2) was used to assess gross motor skills such as locomotion and manipulation, Bruininks- Osertesky test of motor proficient (second edition, short form- BOTMP2) to measure fine motor skills such as: upper extremity coordination, response, speed and agility of upper extremity and Goodenough Man Testto measure cognitive ability of children.The results of independent t test and Shapiro-Wilk showed that TP children are significantly better (P

Mu rhythm suppression is thought to accompany the activation of the mirror neuron system which occurs when a human observes or imitates the behavior of others. The purpose of present study, was to examine the effects of model skill level on mu rhythm suppression in Basketball Lay-up shot. 13 Physical education students of Tehran Shahid Rajaee Teacher Training University (mean age: 22.2±1.5 years) voluntarily participated in this study. The demonstration’ order was counterbalanced across participants. They randomly divided into the two groups: one group is observed skilled model, followed by unskilled model, and the other is observed unskilled model followed skilled model. Participants’ Brain Waves were recorded by EEG in three conditions, open eye resting and observing skilled and unskilled model and were transferred to quantitative data by Neuro-guide Software. Mu rhythm Suppression was calculated as a ratio of the alpha absolute power during observation of both models relative to the alpha absolute power in the baseline condition (rest). Results of repeated measures ANOVA with the within-subject factors revealed that model skill and brain area main effects were significant while interaction effect of both variables were not significant. Results of Bonferroni test showed that the mu rhythm in observing skilled model condition was more significantly suppressed compared to the observing unskilled model condition (P≤0.01). In addition, the suppression of mu rhythm in CZ area was significantly greater than the suppression in C3 (P≤0.05). Action observation can activate the brain areas involved in the performance of an actual task.

The purpose of present study was to determine effect of self-regulation learning strategies in various phases of self-regulation including forethoughtful, performance and self-reflection phases, on the acquisition, retention and transfer of volleyball service. The subjects were consist of 55 female students of Yazd university with average age of 20 ± 1.03 years. They were randomly diveded into 5 groups, which three of them were self-regulation learning strategies groups and two of them were practice-only and no-practice control groups and performed volleyball service. After the pre-test, subjects were practiced 12 blocks of 10 trials in acquisition phase. Then, they took part in the post test with the same pre-test condition. After a week, they participated in retention and transfer tests and subjects were practiced 1 block of 10 trials. The data were analyzed by one way ANOVA with reapeted measure on a plot (4*6) in acquisition phase .In acqusition, retention and transfer tests the data were analyzed by one way ANOVA, Bonferroni post hoc test. The results showed that there is a significant difference between the self-regulation strategies practice groups and various groups in the acquisition phase, acquisition, retention and transfer tests. In other words, the self-regulation strategies groups that were used from the self- assessment and self-reaction phases, they had better performance in comparison to others. These findings suggested that self-regulation learning strategies are the effective factors in the enhancement of performance and learning movement skills.

The purpose of this study was to investigate the effect of aerobic activity with and without cognitive load on alerting network of attention. The research method was semi-experimental, with two experimental groups and one control group. For this purpose, 30 sedentary students with an average age of 22.63±1.92 years were selected by purposive sampling and assigned to three groups of 10. The experimental groups practiced specific training program for 16 sessions, but the control group didn’t receive any intervention. The participants before and after the training program were assessment by Attention Networks Test (ANT). For data analysis, the Univariate Analysis of Covariance (ANCOVA) method was used. The results showed that there is no a significant difference between experimental groups and control group in alerting network. According to the results, it seems that effects of exercise on cognition depend on the nature of the cognitive functions and its brain substrates.