نشریه رفتار حرکتی
پیاپی 11 (پاییز و زمستان 1391)

The purpose of this study was to determine the psychometric properties of the short form Physical Self Description Questionnaire (PSDCQ_S) (Marsh et al, 2010) among Tehranian students. 1878 participants’ age range between 8-18 years completed the questionnaire. Subjects were selected by randomly multi-cluster sampling among Tehranian boys and girls students. The results showed the translation validity of this questionnaire was acceptable and it is suitable for application in the Iranian population. Item analysis was computed using three methods, that is, degrees of difficulty calculation, determination coefficient, and Loop methods. Results of items’ analysis showed generally 4 items (1, 23, 30, and 34) did not reach as suitable and should be omitted from the items. Findings of factorial construct validity indentified and confirmed 10 factors of PSDCQ_S, that is, fatness, strength, coordination, sport competence, physical activity, self -esteem, flexibility, health, appearance, and endurance. The result of criterion validity showed the questionnaire is a valid instrument for PSDCQ measures, especially fatness. Totally, the results of the present study confirmed that short form Physical Self Description Questionnaire (PSDCQ_S) (Marsh et al, 2010) has suitable reliability and validity and can be used as an acceptable device to recognize the Physical Self-Concept, among Iranian students.

Physical activity and exercise can reduce cognitive deterioration of aging. The purpose of this study is evaluation of the differences of inhibitory functions of frontal lobe in older adult with different level of physical activity. This cross sectional perform in older adult with mean age 70 ± 5.97 years and mean height 167.7 ± 7.92 cm. Yale physical activity questioner is used for evaluation of level of physical activity and the Stroop color- word test is used for evaluation of inhibition. One way ANOVA is used for comparing groups with different level of physical activity. Findings show that number of error in the first and the third step of Stroop test were significantly different in different level of physical activity. (P Value in both of them was 0.002) The reaction time in the first and the third step of Stroop test were significantly different in different groups. (P Value in orderly was 0.041, 0.006). Comparing mean shows that the group with higher physical activity has higher performance in Stroop test. This study shows that there are correlation between physical activity level and executive function. As mentioned above reaction time, inhibition and selective attention have higher performance in older adults with higher level of physical activity.

Sport traditionally is known as a strategic tool for promoting and disseminating healthy behavior and protective factor against risky behavior especially sexually risky behavior. Examining effects of sport participation on sexual risk-taking –having boy/girl friend and sexual relation and behavior- are the aim of present study. 406 students including 271 male and 135 female students completed Iranian Adolescence Risk-taking Scale (IARS). Multi-stage sampling (cluster sampling, stratified proportional sampling for choosing schools and random for students) was used. Description of data was shown by Mean, SD, frequency and percentage and multivariate of ANOVAs was conducted for means comparison. Those adolescents who participated in province level of competition and higher, found more significant meaning in sexual risk-taking. The students who attended in team activities also indicated positive significant meaning in both sexual relation and behavior and having boy/girl friend. Other results showed that students who participated in sport camping got positive effects on sexual risk-taking. Based on the results, some factors are seemed increase sexual risk-taking among those who are engaging in high-level sport participations; such as stressful of competitive situations, tensions of expectation, and poor management and policy in school sport conditions. The athletic personality and crises of identity in adolescence period as internal tendencies should be taken into accountSport traditionally is known as a strategic tool for promoting and disseminating healthy behavior and protective factor against risky behavior especially sexually risky behavior. Examining effects of sport participation on sexual risk-taking –having boy/girl friend and sexual relation and behavior- are the aim of present study. 406 students including 271 male and 135 female students completed Iranian Adolescence Risk-taking Scale (IARS). Multi-stage sampling (cluster sampling, stratified proportional sampling for choosing schools and random for students) was used. Description of data was shown by Mean, SD, frequency and percentage and multivariate of ANOVAs was conducted for means comparison. Those adolescents who participated in province level of competition and higher, found more significant meaning in sexual risk-taking. The students who attended in team activities also indicated positive significant meaning in both sexual relation and behavior and having boy/girl friend. Other results showed that students who participated in sport camping got positive effects on sexual risk-taking. Based on the results, some factors are seemed increase sexual risk-taking among those who are engaging in high-level sport participations; such as stressful of competitive situations, tensions of expectation, and poor management and policy in school sport conditions. The athletic personality and crises of identity in adolescence period as internal tendencies should be taken into account

The purpose of this study was to investigate the effects of internal and external focus of attention via feedback and instruction on learning of dynamic balance. Statistical population in this study were in fields other than physical education female students from shahidbeheshti university 60 student (21±1.5 years) were voluntarily engaged in this study and based on instruction type (internal and external attention) and feedback type (internal and external attention) divided into four experimental groups randomly. Then subjects participated in pre-test and practiced to maintain their balance on a stabilometer during 3 sessions and 15 trails of 30 second in each session and after 48 hours participated in retention test and 2 hours after retention test participated in transfer test. The result of ANOVA with repeated measure showed in acquisition phase all four experimental groups progressed in session of practice and performance of attention feedback groups was better than attention instruction groups. Results factorial analysis for comparison of four group performance in retention test showed significant different among performance of four group. Based on comparison of group’s performance, instruction and feedback groups had better performance than internal instruction and feedback groups in retention test. Also in transfer test Results factorial analysis showed significant different among performance of four group and group of external attention feedback had better performance than other groups. Overall, the present results suggest that motor tasks learning can be enhanced if the instructions and feedback given to learners refer to the effects of their movements rather than the movements themselves

The purpose of this study was to compare the effect of explicit learning, analogy learning, and discovery learning in the retention, and transfer of a topspin shot in table tennis. 36 volunteer high school students were randomly allocated to one of three treatment conditions: explicit, analogy, and discovery learning. After performing 300 trials in an acquisition phase, a test phase was conducted in which they performed a retention1, transfer (dual task), and retention2. At the end of the test phase a procedural protocol was completed by the participants. Results showed that in the transfer test under dual task conditions, the analogy group showed better performance than the explicit group (P=0.001), which suffered from performance reduction under dual task condition (P=0.007). There were no significant between group differences in performance in the pretest, acquisition phase, retention test 1 and 2, and secondary task. The analogy group reported fewer rules in the procedural protocols than the explicit or discovery learning groups (P=0.009), which did not differ. Mixed ANOVA (3×3) with repeated measure on latest factor, Independent Samples T test, and one way ANOVA was used for data analyzing. Results suggest that a ‘hand going up the mountain’ analogy enhanced implicit processing in Iranian participants and caused implicit motor learning and imparts performers from advantages of analogy learning like resistance against performance breakdown under dual task pressure.

A desirable motor skill is a goal that should be considered for all children to have more control over their own living environment. The aim of this study was the investigation of the influence of selected physical activities on the development of fine motor skills in children with Attention Deficit / Hyperactivity Disorder (ADHD). 20 children (8/8± 0/7 years) among of 124 children with ADHD randomly were selected. Measurement tool was the Bruininks- Oseretsky Test of Motor Proficiency (BOTMP). Methodology was quasi-experimental study with experimental and control group (pretest and post-test). Selected motor program in this research includes motor strengthening activities, games and sports (SPARK motor program) for children that were performed for 18 sessions. Normal distribution of data checked by K-S and appropriate statistical tests (dependent and independent T tests) (α=0/05). Results showed that the selected training program due to providing a good training opportunity for children with ADHD in the experimental group, creating time, proper facilities and equipment and having a program that it content was associated with development of fine motor skills in children with ADHD, this program showed more clearly their effect on children's fine motor skills. Finally, according to the results of this research we can claim that selected physical activities program that used in this research can improve fine motor skills in children with ADHD.

The purpose of this study was to investigate the effect of sex, skill level and age on functions of observational learning in Taekwondo athletes. 200 Taekwondo athletes (Elite=103, Non-elite=97) with age in the range of 13-38 years old (21.69±4.4) volunteered to answer the Functions of Observational Learning Questionnaire (FOLQ). FOLQ was used to assess 3 functions of observational learning (skill, performance and strategy) in athletes. Factorial analysis results showed no significant difference between male and female athletes, but it was found that elite taekwondo athletes significantly used functions of observational learning more than non-elite athletes (p<0.05). Also, taekwondo athletes firstly used observational learning to improve the skills, followed by strategy and performance, respectively. Furthermore, the results of Pearson correlation demonstrated that there were converse relations between age and using functions of observational learning and the relation between age and performance was significant (p<0.05). It seems that observational learning has different functions in different sport fields and coaches should consider this matter when teaching the athletes. Also the effect of skill level is more than sex variable which coaches may attend this factor. Observational learning should also be used more for athletes that are in lower ages and skill levels.

The purpose of this study was to investigate the effect of video modeling and video self–modeling (VSM) interventions on learning of basketball free throws in elementary students with mental retardation (ESWMR). The study included 24 ESWMR whom they randomly assigned to a VSM, a VEM, or a control group. Participants of the VSM and VEM groups were given the same physical practice method of basketball free throws but different types of modeling during 10 acquisition sessions. VSM group observed a videotape of an expert model performing the skill while VEM group observed a videotaped reply of their own performance prior to the skill engagement. After viewing the videotape, the participants then immediately engaged in the instructional task at the beginning of each training session. Participants of the control group did not receive any types of modeling as well as any physical practice of the skill. All participants performed a pretest prior to the first exercise session. They underwent an immediate retention test one day after the last acquisition session, and they performed a delayed retention test after 5 days of no practice. Results showed that both VSM and VEM conditions are effective intervention strategies for teaching the sport skill to ESWMR, however, it was found that practice in VSM condition leads to outstandingly greater improvement in the skill performance than does practice in the VEM condition.

The purpose of the present study was to determine the relationship of perfectionism (positive& negative) and coping strategies with burnout in soccer players. In this research 60 boy footballers selected by simple random sampling through soccer players of leagu2 in Tehran. Using of correlation methodology, data collected by the questionnaires of perfectionism, coping strategies and burnout, and analyzed by statistic tests of multi vitiate regression, Pearson correlation, T-student. Data analysis showed significant relationship perfectionism and coping strategies with burnout in soccer players. There is significant relationship among the coping strategies of problem-solving, distance-seeking and responsibility with burnout but there is no significant relationship between other coping strategies and burnout. As such, findings showed that there isn’t significant relationship between perfectionism (positive& negative) and burnout and in this research, preferential perfectionism of soccer players was negative. The results of research provide some evidence to suggest that the interaction of perfectionism and coping strategies explanted %71/7 variance of burnout in soccer players. Perfectionism moderated relationship of coping strategies and burnout in footballers through effective cognitive -behavioral mechanisms.

The aim of this study was to compare the effect of the kind of motivational intervention on acquisition, retention and transfer of free throw basketball in un-trained youth female. 36 healthy and non-athlete girls (20-25 years), were divided into four groups of goal setting (n=12), task importance (n=12), feedback (n=12) and control (n=12) randomly. Protocol of acquisition stage included free throw basketball for 6 weeks, 3 sessions per week with 15 trails in each session with the presence of motivational factors in separate groups. Scores of free throw basketball test was recorded per session, and then post test was performed and finally after 2 weeks detraining, retention test was done in the same condition of pretest and transfer test with the change in throw angle (new condition) was performed 24 hours later. One way ANOVAs test, repeated measure ANOVA and Bonferroni Post Hoc test were used. Results showed that two groups (goal setting and feedback ones) performed beter significantly compared to other groups in acquisition test (post test) (p> 0.05). In retention test kept these differences as well (p> 0.05), whereas task importance and control groups had decrease in performance in retention. In transfer test, all groups shown decrement in performance by the difference that, this decrement was so low in two groups of goal setting and feedback. So learning of free throw of basketball in goal setting and feedback condition was more effective than other groups.

aggression and stress as undesirable emotions and psychological well-being as a positive feels are among the factors which affect athletes’ performance. in addition, research findings have indicated that emotions may be managed using emotional intelligence. Regarding this, the purpose of this research was to study the effect of emotional intelligence training on aggression, stress, psychological well-being in elite athletes. the research was a quasi-experiment whose design included pre- and post-test with control group. The subjects of the experiment included 60 elite athletes from Alborz Province selected from 5 different sports via convenience sampling and they randomly assigned into a control and an experimental group. They were asked to complete Buss-Perry aggression questionnaires (1992), Cozen’s stress questionnaires (2006), and Ryff’s psychological well-being questionnares. Then members of the experimental group underwent a 16-session emotional intelligence training course. Finally, the subjects of both experimental and control group completed the questionnaires again. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used at the significance level of α<0.05. The results of the study showed that emotional intelligence training affects the three factors in question significantly. That is, the training course resulted in decrease in aggression and stress and increase in psychological well-being of the members of the experimental group. since the competitive nature of sports includes a diverse range of emotions, the way of controlling and regulating emotions in athletes through emotional intelligence training is of high importance and may have positive effect on psychological variables involved in emotions and improve the athletes’ performance.

The purpose of the present study was to investigate the relationship between anxiety and components of emotional intelligence in elite athletes. Therefore, 168 elite athletes of Isfahan clubs were selected as quota. The emotional intelligence questionnaire of (Petrides and Furnham, 2003) and state-trait anxiety inventory (Speilberger, 1970) were used to measure emotional intelligence and anxiety, respectively. Results of Pearson correlation coefficient and regression analysis indicated the significant correlations between anxiety and components of emotional intelligence (p<.01) and the components of emotional intelligence also explained 28.4% of variance in anxiety. It can be suggested the emotion perception (self and others) as the best component to predict and program adequate intervention for anxiety modification as regards its high correlation coefficient (r=.523).