نشریه رفتار حرکتی
پیاپی 32 (تابستان 1397)

The aim of this study was to determine the effect of education based on the developmental physical education on students’ attention deficit/hyperactivity disorder. To this aim, 40 boy students (7 to 10 years old) with attention deficit/hyperactivity disorder, in a quasi-experimental study with per- and post-test design, were selected from Gorgan city’s primary schools in 2015-2016 academic year, and randomly assigned into two groups (experimental and control) and participated in a three-month period course (two sessions of one-hour weekly) of education based on the developmental physical education. The intervention consisted of education and exercise of the fundamental movement skills and physical fitness components according to the developmental physical education for related age group, which embedded in game format to supply physical, cognitive and movement demands. The level of disorder was measured using short form of Conner’s Parents Ratting Scale and diagnostic interviews, and the resulted data were analyzed using analysis of covariance at 95 percent confidence level. The results showed that after controlling for pre-test levels, conduct problems, social problems, anxiety-shyness, psychosomatic, and overall level of attention deficit/hyperactivity disorder in experimental group at post-test is significantly lower than control group. Based on the findings of the study, a three-month period course of education based on the developmental physical education is effective in reduction of symptoms of attention deficit/hyperactivity disorder in boy students and it can be applied as a proper intervention.

The purpose of this study was the determination of the effect of type, accuracy and time in offering the precue on selective reaction time of body based on Inhibition of return theory. In this study, according to the available sampling16 students of physical education at Alzahra University were selected. In this study the Eight-way system reaction time with the ability to provide precue was used and valid and invalid visual and hearing precue with pre-period 100,200,500 and 1000 ms between precue and stimulus were used randomly. Participants performed one category of 5trial to learn the task and 18Categories of 5trial tests in random order. Findings showed that the time of reaction in the valid precue was better than invalid and without precue. Reaction time between 100and 200 ms SOA: there were not significant differences in the valid and invalid vision precue and valid and invalid hearing precue but there was a significant difference among the other SOA levels. There was a significant difference between the reaction in the vision and hearing precue. The time of the reaction in the vision precue was better than hearing precue. The time of the reaction in the invalid vision was better than the invalid hearing and the time of the reaction of the valid vision was better than valid hearing. This study confirmed inhibition of return theory in valid hearing and visual precues but just the inhibition effect was seen in the reaction time in invalid precues in different SOAs.

The aim of this study was to investigate the effect of 8 weeks of aquatic exercise on the static and dynamic balance of children with hemiplegic cerebral palsy. It was a quasi-experimental study with pre- and post-test design. The population consisted of 8 to 10 years old children with hemiplegic cerebral palsy without intellectual disabilities from Tehran. Thirty subjects classified in level 1-3 were selected with available and targeted sampling method from Eslamshar's Center of Exceptional Children, and randomly assigned to intervention and control groups (each including 15 children) base on a pre-test. Subjects in the intervention group participated in an aquatic exercise program for three one-hour sessions per week over 8 weeks. The control group did not participate in any of these exercises and continued their daily activities. Postural control was evaluated using Biodex Balance SystemTM in the significance level of P

Individual constraints are of the factors that can affect motor development. The aim of this study is survey the relationship between IQ and emotional intelligence with motor proficiency in boys’ 10-14-year-old son in Tehran. the research population is whole the boys 10-14 year-old in Tehran and study sample includes 120 children for IQ and 90 children for emotional intelligence that were selected by using of cluster purposeful and their motor proficiency was determined by using BOT-two test. The results show that the association of motor skills with emotional intelligence is very high and the conditions of emotional intelligence, high and low, high and average, low and average, there are significant differences in motor proficiency. In addition, the relationship between intelligence and intelligence is far behind and there is no significant difference between the groups in IQ. According to the survey results IQ has no effect on motor proficiency but more studies in this area are required. Children's motor proficiency was higher with higher emotional intelligence that this is may be due to the emotional perception, emotional facilitates, cognitive and management or highly emotional containment in these children.

The aim of the current study was to examine the effects of anodal transcranial direct current stimulation (tDCS) and selective motor training on gross motor skills in children with autism spectrum disorders (ASD). The method of research is experimental in which a pretest – posttest semi-experimental design with sham group was used. In so doing, a total of eighteen children with autism (age ranged from 6 to14 years) were selected according to available sampling and inclusion criteria and then were randomly divided to experimental and sham group. Participants of the exercise group practiced motor training after receiving tDCS over their primary motor cortex to improve gross motor skills. These participants received anodal tDCS over the left M1 for 20 min for ten sessions (three sessions per week) before the training session. The participants of the sham group underwent identical training sessions, except that tDCS was artificially applied for them. Gross motor skills (aiming and catching) were assessed at baseline (pre-intervention) and after 10 sessions (post- intervention). For analyzing data, two factor Mixed model ANOVA Paired t-test was used. Results showed that the combination of anodal tDCS and motor training have significant effects on improving gross motor skills in children with ASD while mere motor training failed to show improvement in gross motor skill of children with ASD. Our findings suggest that tDCS may be considered as a useful adjunct to gross motor skill training for autistic children.

Behavioral studies in team sports is typically constrained by dynamic factors, such as positioning of defenders for interception. In this study were captured data from the movement velocity with high speed camera, throwing velocity with sports radar gun and throwing accuracy of 12 elite handball players under defensive constraints (defender- absent, defender-far, defender-near, and defender pairing). ANOVA with repeated measures and Bonferroni post hoc test was used to analyze effects of these constraints on gait and throwing parameters (P<0.05). The results revealed significant differences in overall mean horizontal velocity (F(1.335,14.682) = 8.680, P = 0.007 ) and mean ball velocity ( F(3,33) = 12.733, P = 0.000 ) but there was no significant differences in mean ball accuracy ( F(3,33) = 0.400 , P = 0.754 ). When defender was closer to the attacker, mean movement velocity and throwing velocity was shown more decrease. Since regulation of offensive players was continuous and based on perception of current and required behaviors, results supported from perception-action coupling and prospective control models. Also, findings suggest that the technical aspects of the running and throwing in handball can affect by nested tasks constraints.

The aim of this study was to investigate the effects of 20 sessions of Dohsa-hou on the motor proficiency in the children with Down syndrome. The research method was Quasi-experimental design and pretest-posttest with control group. For this purpose, twenty-four Down-Syndrome-infected children with the average age was 8.21 ± 3.19 were selected through convenience sampling in a rehabilitation center in the Iranian town of Javanroud as the participants and were randomly divided into ten equal experimental and control groups. The experimental group participated in Dohsa-hou intervention for 20 forty- five-minute sessions individually. After the intervention sessions posttest performed. To analyze the data the descriptive statistics and analysis of multivariate covariance were used. The results of covariance on the scales of perceptual-motor skills showed that significant difference between the subscales of balance, power, coordination, speed, accuracy, and reaction time testing in control and experimental groups. Considering that the impact of Dohsa-hou training on motor proficiency in children with Down syndrome was verified that seems designing and holding educational workshops and packages for training teachers, psychologists and social workers would be beneficial while working with the Down-Syndrome-infected children.

The purpose of this study was to investigate effect of a cognitive secondary task on gaze behaviors and decision- making of football players. The participants of this research were 24 skilled (n=12) and novice (n=12) football players with an age range of 19 to 25 years. skilled and novice players watched 30 images of various attack situation that should have selected their correct answer (Shoot, Pass and Dribble). The players performed the task once with a cognitive secondary task and once without a cognitive secondary task. The participant’s gaze behaviors, speed and accuracy of decision-making collected continuously by using eye tracking and decision-making software. The results of 2*2 ANOVA showed that decision making speed and accuracy in two groups with the cognitive secondary task had a significant decrease compared the single task. The number and duration of fixation in two groups with the cognitive secondary task had a significant decrease compared single task. In general, it can be stated that the importance of perceptual skill in sports such as soccer should be emphasized to sensitize ever-changing situations and effective training methods need to be applied.

The aim of this paper is to investigate the effect of selective and compulsive video augmented information on motor learning of Basketball Jump Shot emphasizing on the Challenge Point theory. 80 male students (18to22 years old) were voluntary selected. After homogenization based on the first pre-test scores (block5of trial) they were randomly assigned into four groups (20subjects) of self-control, yoked, examiner-control, and control. Instructional video of the expert model demonstrating specific biomechanical component was provided for 6 minutes. And then a second Pre-test (block5of trial) was done. The acquisition phase included 10 blocks of 5 trails and the retention test was performed in 2 blocks of 10 trails after 24 hours. The acquisition accuracy and technique scores differences were analyzed using a repeated measures analysis of variance (RM-ANOVA) in 4(groups) x 10(Block). The retention accuracy and technique score differences were analyzed using the analysis of variance (ANOVA). The results of accuracy in the acquisition phase showed that the main effect of the block is significant. In the retention phase, the accuracy scores in the experimental conditions were significantly higher than the control group. The results of accuracy in the acquisition phase demonstrated that the main effect of the block, group, and interaction of the block and the group is significant, and the skill performance of self-control group was significantly better than the yoked and control groups. In the retention phase, the self-control group technique of skill performance was better than other experimental conditions, and examiner-control group was significantly better than the control conditions during the acquisition and retention phases.

The main purpose of this study was to investigate the effects of immobilization stress on learning and spatial memory between young and old male rats. In order 24 male Wistar rats were selected from Royan institute of Isfahan and divided into 2 age groups based on their weights (3 months= young and 12 months= old). After one week of adaptation to the nest environment, each group (4 groups, n=6) takes part in their special program contains immobility stress group (2h×7days), and sham group. Learning and spatial memory measured by using Morris water maze. Data were analyzed by using independent T-test and two-way variance analyses test. Results showed that immobility stress destroyed learning in young and old rats but had no effect on spatial memory and learning of young rats was less damaged by stress than old rats. The results of this research confirmed the negative effect of immobility stress, especially in learning.