نشریه پژوهش در مدیریت ورزشی و رفتار حرکتی
پیاپی 3 (بهار و تابستان 1391)

The purpose of this study was to determine the effect of exercise and fitness education on physical fitness factors. 84 healthy non-athlete student (mean age 12.5±0.49 yrs, mean height 153.8±6.1 cm, mean wieght 46.25±7.3 kg) who had not regular activities for more than 6 months were voluntarily participated in this study. They were randomly divided among three groups: training-education (n=28), training (n=28) and control (n=28). The health-sports, the researcher made scientific the Dessi-Ryan motication questionaires and health-relaeted physical fitness factors were used to collect data. To analyse data MANOVA, simple variance analysis and LSD were used. Results showed a significant differences among groups. The follow-up test results showed that the cardio-respiratory endurance in training-education group were significantly greater than other groups. Flexibility and abdominal endurance muscles in control group were lesser than other groups. In conclusion, training along with education can have a better effect on physical fitness factors.

In this study the Relationship between attitude, organizational structure and organizational climate and information technology diffusion among selected sport organizations in IRAN wasinvestigated. Total 176 administrators and 194 experts using random sampling were selected. Questionnaires as the measuring attitude, researcher-designed organizational structure, organizational climate, information technology diffusion instrument were used. To determine the face and content validity (panel of experts), construct validity (exploratory and confirmatory factor analysis) and reliability (alpha Cranach) were used. Descriptive and statically statistics (correlation test and multiple regressions organizational climate) were used. Results showed significant positive relationship between attitude, organizational structure, organizational climate and components from the viewpoints of managers and experts in Physical Education, Sports Federations and Physical Education of ministry of education information technology. We can say that in current circumstances, having logical approach to issues, problems, defects and barriers in information technology to achieve the release of information is advisable.

The purpose of this study was the comparison of the required time and repetition for the acquisition of simple and complex timed motor sequenced task (TMST) among various practical conditions and determination of suitable practical methods with respect to individual characteristics. One hundred and fourteen university students, with the age range of 19-25 years old, were divided in 4 groups according to Raven Intelligence test, Achievement Motivation Test, Reaction time and Purdue pegboard, and based on the first, second and third quadrants. Then they were randomly placed in one of the two groups of simple and complex TMST and also in one of the practical conditions of the interaction of the organization of practice (random, blocked, constant), and practical distribution (massed, distributed). The subjects trained 6 days under their specific practical condition of simple or complex TMST, in a way they reached to the acquisition criterion (accuracy %75, timing %25, stability %15) in a practical training block. The number of repetitions and passage of time before this criterion block were considered as the minimum required time and repetition for acquisition of TMST. The data were analyzed using two-factor analysis of variance, independent t-test and Xi - 2 test (=α0.1). The results showed individuals with different characteristics have acquired simple TMST in blocked and massed condition (except group) in average within 30 repetitions and 1347 minutes, and complex TMST in random and distributed condition (except group) in 25 repetitions and 1228 minutes. In addition, the findings showed that the principles of practical programming is affected by both the complexity level of task and individual characteristics. At last, it seems there is a need of more studies on the combination effect of the environment, individual and task on the acquisition fine motor skills.

The purpose of the present study was to investigate the relationship between organizational excellence and organizational commitment (OC) in physical education (P.E.) general offices of Iran's selected provinces. Validity of the questionnaires was verified by the experts and their reliability also calculated in a pilot study (α=0.928 and α=0.83 respectively for EFQM and Allen, Meyer & Smith's OC questionnaires). 437 questionnaires distributed among the Physical Education general offices staff (ten provinces selected by classified random method) 337 questionnaires included in statistical analysis. A positive significant relationship was observed between organizational excellence and commitment (r= 0.546, p= 0.001). A positive relationship was observed between organizational excellence and each of the organizational commitment sub-scales (affective, continuance and normative) (p<0.01). Affective commitment had strongest correlation (r=0.551, p=0.001) and the continuance commitment had the weakest (r=0.309, p=0.001). Also, there was strong significant relationship between stockholders and the results of organizational excellence model (r=0.864, p=0.001). According to results suggest those directors who are going to implement the EFQM excellence model in their organizations, pay attention to their staff’s organizational commitment.

The present study examined the relationship between coach's leadership styles and group cohesion in the individual and group teams participating in the 10th sport domestic universiade of male students. 321 out of 1906 students selected as sample of this study. Athletes completed two instruments in this study; Leadership Scale for Sport (LSS, Chelladurai & Saleh, 1980) and the Group Environment Questionnaire (GEQ, Carron, Widmeyer, & Brawley, 1985). The LSS contains 40 items that measures five dimensions of leadership styles and The GEQ with 18 items assess the two dimensions group cohesion. Cronbach's alpha coefficient was utilized to examine the internal reliability of LSS (r=0.85) and GEQ (r=0.72). Data were analyzed with one-sample kolmogrov-Smirnov, repeated measures ANOVA, Bonfferoni post hoc test,Pearson Correlation coefficient, and T-test(for independent groups), significance level of P≤0.05. Results showed coaches exhibited higher in training and instruction and lower in autocratic style among both interactive group teams and co-acting teams. Finally, there are no significant differences in task and social levels of interactive group teams and co-acting teams. Results showed coach’s styles of training and instruction, democratic, social support and positive feedback were all positively correlated to group cohesion and autocratic style negatively correlated to group cohesion.

The purpose of this study was ranking the psycho-motor, cognitive, and affective needs of elementary, junior-high, and high school student. For this purpose, 385 P.E. specialists, 1370 Femalephysical educators, 1509 Femalestudents, and 1385 student mothers from capital cities of 25 provinces in the country, participated in this study. Twelve physical-motor needs, 15 sport-skill needs, 13 cognitive needs, and 12 psychosocial needs were selected. Only five important needs were ranked between all the needs related to them by samples (from 1, highest priority, to 5, lowest priority). The questionnaire was made of three stages of designing instrumentation and pilot study, and with internal consistency of 0.71-0.97. The entire hypothesis was compared with Cruskall-Wallis test in level of P< 0.05. The results of this study indicated that, many of the educational needs among male and female students in elementary, junior- high and high schools were significantly different. The priority of these needs was similar between P.E. specialists and physical educators, and also between students and their parents. On the other hand there was a significant difference between the priority of psychomotor needs, in comparison to cognitive and affective needs. However, there was no significant difference between the priority of cognitive and affective needs of students in schools. Needs for teaching simple and basic skills; health; and good appearance also had high priority among elementary students. Needs for teaching fitness exercises; sports; health; and good appearance also had priority among junior-high and high school students. Considering curriculum models, a combined point of views of all groups; concord coefficient; and the most important and priority of every group of students can be used for P.E. curriculum. These models could also be refined with other models, such as Delphi technique.

The aim of this study was examining the effect of knowledge of results presentation (after successful and unsuccessful trials), on learning and error detection capability in force-produce task. Sixty under graduated students (range age 21.6±4), participated in this study and in order to KR presentation, divided in three groups. One of the groups received KR after successful trials, the other groups after unsuccessful trials. The control groups did not receive any KR. All the participants throughout the trials in the acquisition and retention phases were error estimated. The task was to produce the 70℅ of maximum force of their right hands, by gripping a dynamometer. After data collection, the analysis conducted by using ANOVA repeated measurements for acquisition period, and one way ANOVA for retention test. In acquisition, results showed no significant differences between the first and second groups, on performance and error detection capability of force-produce task (P> 0.05). However in retention (no KR), there was significant differences between two groups (P≤0.05), means that the first group which received KR after successful trials was better than the second group as well as control. This pattern of results suggests that if people receive the KR after successful trials than unsuccessful, the better learning and error detection capability will occur.

Perfectionism and mood states are psychological constructs which according to the results of recent studies, have substantial role in sport performance. The purpose of this research was to determine and compare therelationship between sport perfectionism and mood states inteam and idiviual sports athletes. The Research method used is descriptive with a correlative approach. Based on random sampling, 70 athletes in individual fields and 70 in team fields have selected from national super league. for data collection, two questionnaires of sport perfectionism, Dunn,et al (2006) and Brums, Terry et.al (2003) were used and for data analysis took Pearson correlation coefficient, independent t-test and Z Fischer. The results indicated that in team and individual fields, there was a positively significant relationship between concern over mistakes as a negative aspect of perfectionism and scores obtained on negative mood before competition, while such relationship was negative for vigor. There was no significant relationship between perfectionism of athletes of team and individual but depression and fatigueof team athletes significantly was better than individual athletes. Finally the results of Z Fischer test showed no significant difference between perfectionism correlation coefficients and mood states before competition in team and individual athletes. Negative performance via negative reaction mechanism regarding to error and mistake causes negative mood while positive perfectionism due to motivational effects results in improving positive mood.

This study examines the relationship pattern of the motivational climate,satisfaction of the psychological needs and self-determined motivation in youth male athletes based on the self-determination theory (Deci & Ryan, 1985, 2000). A sample of 255 athletes ranging from 12-14 years of age from varity of team sports completed the Motivational climate in youth sport, behavioral regulations toward sport, and the basic needs in sport scale. Pearson correlation, Confirmed factor analysis, Structural Equation Modeling analyses were used to examine the research hypotheses. The results revealed mastery oriented climate have a direct, positive influence on relatedness, competence, and autonomy.Competence and relatedness influenced self-determination, positively. Relatedness, competence, and autonomy had mediatory role in affecting mastery climate on self-determination. The results indicated that mastery motivational climate is an important motivational variable in youth male athletes which can influence self-determination by affectingpsychological needs.

The purpose of this study is survey of existing and desirable status in Iran’s entrepreneurial in sport from the view point of sport experts. This study is descriptive¬_ analytic one and was conducted as a survey and statistical sample consisted of 64 subjects including: physical education organization top managers and sport management professors. Data collected by interviews and research designed questionnaire. Its reliability (α=.96) is obtained after its validity confirmation (by professors). Information was collected by Kolmogorov- smirnov, Chi square, Friedman and dependent T tests. Research findings showed that there is a significant difference between existing and desirable statues entrepreneurship strengths in sport (t=11.469, p≤.001), weaknesses (t=-11.554, p≤.001), opportunities (t=-14.073, p≤.001) and threats (t=-11.231, p≤.001).SWOT analysis showed that entrepreneurial place in sport of Iran was placed in peaceful position. In conclusion, it can be said that WT strategies should be applied with attention to the existing status of entrepreneurship in the field of entrepreneurship in sport.

The aim of this study was to examine therelationship perceived autonomy-supportive behaviors of coaches onself-determined motivation and sport commitment of elitefemale players inHandball league. The research desing was a descriptive-correlational.For this pourpose statistical society of this research incloud 237 female players were selected equal to sample society. Perceived autonomy- supportive behaviors of coaches, self-determined motivation and sport commitment were assessed using the perceived autonomy support scale for exercise settings(PASSES), Sport Motivation Scale (SMS(and Sport Commitment Model Scale) scms) respectively. The validity and reliability of the questionnaires was measured and modified.Data were analyzed using multiple regression and Structural Equation Models (SEM) in significance level of P<0/05. The finding showed autonomy-supportive behaviors had significant positive correlation with intrinsic motivation, introjected regulation and indentified regulation. However, autonomy-supportive negative correlation amotivation.In addition, intrinsic motivation, introjected regulation and indentified regulation had significant positive correlation with sport commitment players.Multiple regression showed autonomy-supportive coaches was predictor factor for the intrinsic motivation, extrinsic motivation and sport commitment players.path analysis results offered support for the proposed model. Total mediation was supported in the case of intrinsic motivation, introjected regulation and indentified regulation in the relationship between autonomy-supportive coaches and sport commitment players. The findings underline the importance of perceived autonomy-supportive coaches in motivation and sport commitment players. The results provide support Self-determination Theory in elite players