نشریه رفتار حرکتی
پیاپی 12 (بهار و تابستان 1392)

The main of aim Sport psychology is to optimize athletic performance, and one of mental state that is closely related to optimal performance in sport, and must be considerd is attention factor. The main objective of this study was to Construct and Validation of norms for an attention skill test in Iranian male and female athletes. This study was a descriptive-normative research. Statistical population of research includes all girl and boy athletes from 5 selected province of Iran (Razavi Khorasan, Isfahan, Tehran, Khuzestan and Markazi).The samples were 1200 athletes (600 girls and 600 boys) who were selected by the multi-stage random cluster sampling method. The measurement tool of this study was Black and Red attention test in which Iranian athletes were used for construction of norms. In this study to analysise of the data, we used descriptive statistics and to determine norms for attention test, Z formula and computation of percent points in each test and percent ranks have been used. The research findings showed that, the mean of attention skill scores in male athletes without auditory distracters was 34.84±4.82, and 30.79±5.39 with auditory distracters, respectively. In female athletes, the mean of attention without auditory distracters was 32.06 ± 0.24 and with auditory distracters was 27.95 ± 0.26. Findings also revealed that there were significant differences between the mean attention of male and female athletes in both attention skill tests with and without auditory distracters (p<0.00). Reliability of Black and Red attention test determined by test–re-test method, and statistical analysis revealed that there was significant correlation in both tests with and without auditory distracters (r=0.951 & r=0.911 in female and r=0.983 & r=0.932 for male athletes respectively). Discussion and Generally, based on findinfs and sufficient reliability and cunstruction validity of Black & Red attention skills test in athletes, sport coaches can use this test to determine attention skills of athletes in different sports, and it may helpfull to development of such important psychological capabilities of elite athletes.

The purpose of the present study was to examine the effect of constant and variable practices on retention and transfer of the accuracy of overhand throwing. Thirty-six right-handed children (girls and boys) volunteered and divided into 3 groups: constant, blocked variable, and random variable, based on their pre-test grades. The constant group practiced overhand throwing with target has dimension of 60×60 cm, while the other groups practiced with targets having dimensions of 30×30, 60×60, and 90×90 cm. Participants performed 6 blocks of 6 acquisition trials in 2 days. The retention test was performed after 24 hours and the transfer test was performed 10 minutes after retention test by changing the target dimensions. Data were analyzed using factor analysis of variance (ANOVA) followed by Tuckey's post hoc tests (α<0.05). There was no significant difference in retention test between the experimental groups, but in transfer test the random variable group performed better than the other groups (p=0.033). The result showed that the application of variable practices, especially those with random variable can effectively affect on transfer of the overhand throwing accuracy in children

The aim of this research was to compare the effect of cooperative, competitive and individual learning approaches on selected physical and motor fitness factors in school children with mediator role of perfectionism and self-esteem. For this reason, 120 boy students with aged mean of 12±0/3 years with multi-stage cluster sampling method in 1 area of Tehran were selected and randomly divided into three experimental groups. After determining the base line measures for some factors such as agility (4×9 running), flexibility (sit and reach), abdominal endurance (sit-up) and Cardiorespiratory endurance (540-m running) AAPHERD tests, the subjects trained for 20 session (2 sessions in week) and measurements were repeated (post-test). Also, All students were complete the perfectionism and self-esteem questionnaires in pre and post test. Data were analyzed using one-way ANOVA, one-way ANCOVA and Tukey post hoc and the level of significance was set at P<0.05. The one-way ANOVA test and one-way ANCOVA test (through the mediating role of self-esteem and perfectionism personality traits) results showed that cooperative learning approach in homogeneous, regular, and small groups is significantly more effective than the competitive and individual learning approaches in regards to improving the physical and motor fitness (P<0.05). Generally, the results of present research supported the social and behavioral learning theory in cooperative learning (Morgan, 2003). Based on the findings of the present study, it could be suggested that for enhancing mental and physical fitness in children, and taking the advantages of cooperative learning approach, physical education teachers could use this method for teaching physical education.

The purpose of this study was to investigate validity and reliability of Iran's elite athletes self description questionnaire. Participants: 245 elite athletes (25±7 years old) of individual and team sports including Freestyle wrestling and, Greco roman, Taekwondo, badminton, football, basketball, track and field, Wushu, Karate, Jiujutsu, fencing, Weightlifting, archery, physical fitness, skiing,; kabedi, skating, volleyball and some individuals from other sports were selected by the method of available sampling. All of the selected athletes were elite athletes whose athletic and championship backgrounds were in average 10.50± 5.6 years. Being translated to Persian and again to English, the Persian version of the questionnaire was given to the athletes. After being filled out, the data were analyzed. Findings and factor analysis showed that specific values was 15.707 for factor one, 2.175 for factor two, 1.696for factor three, 1.337 for factor four, and 1.037 for factor five, the specific value for factor six was 0.793 that was lower than one to become a factor. percent of total cumulative variance was 75.821 so that the percentage of variances were 54% for mental fitness, 7.5% of variance for physical factor,5.48% for aerobic power, 4.609% for non aerobic factor and finally 3.699% for the functional variable as the fifth factor. Fitness of model indexes was determined by confirmatory factor analysis that the chi square was 824.91(p=0.001) which was different from the degree of freedom of independent model. The index of rate of chi square to degree of freedom was 2.462. The investigation of comparative fit index was greater than 0.90 of parsimonious fit index in default model (0.825). Normalized parsimonious fit index and comparative fit index was respectively 0.728 and 0.764. In brief: Generally all of the fitness of model indexes was favorable. The internal reliability with kronbakh α was 0.833 that is acceptable.

The purpose of this study was to compare the effects of instructional self-talk on the performance and learning of dart throwing in childhood and adolescence. 100 students were randomly selected (50 students from 9-11 years old and 50 students from 15-17 years old) from volunteers for this purpose that none of students was not familiar with the skill of dart throwing and all were right handed. The subjects were randomly divided in to control and experimental groups. The subjects continued practice after 5 sessions’ training that every session contained 7 blocks with 3 trails and they participated in the retention and transfer past-tests after 24 hours without practice. The collected data were classified by descriptive statistical methods and were analyzed by non-parametric methods (Wilcoxon and kruskal Wallis) and (α ≤ 0/05). The results showed that the instructional self-talk leaded to the acceleration of acquisition, retention and transfer of dart throwing skill at both ages. But the effect of instructional self-talk was observed more in the adolescents. Therefore, we can concluded that self-talk can be emphasize as a cognitive approach along with physical exercise by the coaches.

The purpose of this study was to describe cognitive, emotional and behavioral attitudes to exercise and Physical activities of Razavi Khorasan's people. In this study, a questionnaire with 28 attitudes items with Cronbach Alpha reliability (r: 0.91), 12 Tendency Items, and 9 individual traits was distributed between 2300 males and females over 16 years who were randomly selected from all the people of Razavi Khorasan. After replying to questionnaires (about 1975 members or 86%) and collected them, statistical analysis was performed. 31% of subjects don’t participate in physical activities. Acquiring toyness and happiness was the important factor of participating in physical activities. Post poning the daily works was the main factor to not participate in physical activities. Most people were interested to football, physical fitness and walking. Between the attitudes of physical activities in people with different specifications such as married or not married, Studies, vocation, monthly in come, total monthly family expenditures and monthly sport expenditures, there was significant difference. Between the attitudes of physical activities in people with specifications such as sex, age, family members, having intention to physical activities or not having; there was not significant differences. Between the tendency to physical activities in people with specifications sex, age, Marriage, number of family members, Studies, vocation, total monthly family expenditures and monthly exercise expenditures; there was significant differences. Planned according to individual interests and individual differences is an important factor in people's tendency to physical activity and health improvement.

Personality is one of the most fundamental concepts in psychology, which is affected by experience. It is ideal for students to have an adequate personality in any country. Therefore, the present study aims to investigate the effect of a swimming training program on personality traits in female students. The method of study was quasi-experimental in which a pretest and post test design was used. The participants of the study consisted of 60 non-athlete female students who were studying in Tehran science and industry university in the academic year 2010-2011. The participants were selected randomly using a personal information questionnaire and subsequently assigned into a control and an experimental group. Bernreuter's personal inventory was used to collect the data. Multivariate analysis of covariance was used to analyze the data (α<0.05). The results of the study showed that a swimming training program significantly affects all 6 personality traits. The training program improved such qualities as self-confidence, extroversion, and sociability but decreased neurotic tendency, dominancy and self-sufficiency in the experimental group. Student life is associated with various and complicated stresses. It seems that participating in enjoyable swimming training will help the students acquire psychological abilities to resist the stresses. Therefore, it is recommended that swimming training be used as an effective procedure in promoting student's psychological health and personality traits.

Ackerman (1988) reckons intelligence and motor ability as the two important abilities in three learning phases (cognitive, motor and automatic) of Fitz and Posner. Therefore the present study aims at investigating the relation between intelligence quota (IQ), emotional intelligence and motor fitness and volleying and serving learning in volleyball. this is a descriptive semi-empirical research the population of which consists of 1445 high school boy students aging 16-17 years living in Aleshtar, Lorestan. 60 of them were selected using random cluster sampling method to be included in the study. Data collecting tools included researcher-made inventory, Rion’s IQ inventory, Shate’s emotional intelligence inventory, volleying and serving skills tests of Ifred and standard tests of motor fitness. Statistical analysis was conducted using Pearson correlation coefficient and linear regression in significance level of p≤0.05. correlation of IQ and emotional intelligence with volleying and serving skills in cognitive phase of learning was significant and at the highest amount. This correlation, however, decreased in motor and automatic phases. On the other hand, the correlation between motor fitness and performing the skills was low but significant in the meantime. This correlation reached its peak in cognitive and motor phase. IQ and emotional intelligence are more important in cognitive phase and motor fitness is more important in automatic phase of learning volleying and serving skills in volleyball.