The effect of watching models of teaching physical activity on cognitive-motor components and physical competence among children (original) (raw)
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Quarterly Journal of Child Mental Health, 2020
Background and Purpose: Aggression is one of the most common behavioral problems in children, which is mostly the result of troubled and unhealthy structure of the family and poor parent-child relationship. Thus, this study was done to determine the effectiveness of mother-child rhythmic movement games training on reducing verbal and nonverbal aggression in 3 to 5 year-old children. Method: The present study was a quasi-experimental study with a control group pretest-posttest design and a two-month follow-up period. The population included 3 to 5 year-old girls and boys attending the kindergarten of Shahid Beheshti University in 2017. After screening with Aggression Scale (Vahedi et al., 2008), 18 girls and boys together with their mothers were selected by convenience sampling and then assigned to either the experimental or control group. Mothers and children of the experimental group received 10 sessions of rhythmic movement games training, while the control group received no intervention. Data were analyzed by repeated measures analysis of variance. Results: Findings showed a significant difference between the experimental and control group in terms of general aggression (F = 6.68, P = 0.02), verbal-invasive aggression (F = 16.59, P = 0.001), physical-invasive aggression (F = 14.16, P = 0.002) and relational aggression (F = 22.36, P=0.000) in the post-test and follow-up phases. Conclusion: According to the results of this study, it can be said that using rhythmic movement games, children learned to deal with stimuli and extended it to their surroundings, especially in relation to peers, which reduced g verbal and non-verbal aggression in them. As a result, this method can be used as a supplementary method along with other therapies for this disorder.
Research in Sport Management and Motor Behavior, 2021
Self-report psychological questionnaires are important tools for assessing cognitive and emotional status of athletes. Therefore, the purpose of this study was to investigate the psychometric properties of test of performance strategies (TOPS) among athletes. For this purpose, 209 males (n=125) and females (n=84) national and champions athletes aged 15 to 18 completed TOPS measure. It was used confirmatory factor analysis to test the construct validity of questionnaire and Cronbach's alpha coefficient for testing internal consistency of each factor items. The results of factor analysis identified eight subscales of goal-setting, automaticity, emotional-control, imagery, activation, positive self-talk, relaxation, attentional control/negative thinking for the practice and competition. The results of the Cronbach's alpha coefficient indicated appropriate internal consistency of subscales items of practice (.70 to .95) and competition (.77 to .88). It seems that this questionnaire is an appropriate tool for measuring psychological skills among young athletes.
Journal of Sport Biomechanics
Objective: Wrestling is a fast-paced activity in which resistance training is essential to improve athlete performance. We evaluated the effect of comparison of the effect of eight weeks resistance training with two patterns of pyramidal and inverse pyramidal on bio-motor ability, Anthropometrical and skill profile of freestyle wrestlers. Methods: In this semi experimental study, 24 male freestyle wrestlers were randomly assigned into two groups [pyramidal (n=12) and inverse pyramidal endurance (n=12)]. The pyramidal and inverse pyramidal resistance training included (8 weeks, 3 times per a week, 60 minutes per session). Bio-motor ability, Anthropometrical and skill profile were measured at baseline and at the end of the study. Paired and independent sample t-test were used to compare within and between-group means and the results were tested at the significant level P<0.05. Results: Training lead to changes on weight, body mass index, body fat percent, maximum power into pyramid...
Middle Eastern Journal of Disability Studies, 2020
Background & Objectives: Generally, fostering an active lifestyle and participation in sports activities are recommended, i.e., because of their impact on individuals' health. However, participating in sports also presents the participant with risks and injuries. In other words, injury during physical activity is an inseparable problem in sports, and if acute, could cause an inability to move (or rarely, permanent organ failure). Moreover, it is associated with threatened biopsychological health status, decreased quality of life, increased medical costs, the fear of injury, decreased motivation, and absence from work and activity for the athletes. Research has suggested that sports injuries are more prevalent in physical education students than in other athletes. Any injury prevention planning firstly requires the identification of causes and factors of injury; thus, this study investigated the causes of physical injury in physical education students from the viewpoint of physical education professors. Methods: This study followed the framework of the qualitative approach and the phenomenological method. Semi-structured interviews were used to collect the required data. The study population consisted of all professors of Pathology and Sports Management at universities with experience of teaching practical courses to physical education students. The study sample consisted of 12 professors who were selected based on the logic of the phenomenological research sampling approach in a purposive and saturated manner. Interviews with the professors were conducted in one month. In addition, we attempted to increase the validity of the findings using methods such as dedicating adequate time to data collection, consulting with two individuals familiar with the phenomenological research, and examining the negative and contradictory cases or the alternate descriptions. Subsequently, to validate the subsidiary and principal components, interviewers' perceptions were validated during the interviews to reflect the depth of meaning expressed by the participants. The data collected during the interview process were recorded and coded using MAXQDA 12 software. Besides, the obtained data were analyzed through open, axial, and selective coding process as well as in terms of content and theoretical basis. Results: Nineteen categories were extracted from the data provided by the interviewees involved in causing sports injuries in physical education students. These subcategories fell into 5 general categories, as follows: individual problems due to inadequate student admission process (low fitness level, musculoskeletal problems, the lack of motivation & interest), safety problems due to lack of control over the environmental factors (unsafe places, poor & inadequate educational tools, educational environment inappropriate with curriculum content), inappropriate physical education regulations and structures (inappropriate educational goals & approaches, inappropriate educational content, inadequate educational rules, inadequate classroom rules, inappropriate curriculum, inappropriate evaluation in case of content & training), the lack of knowledge and expertise (the lack of knowledge of traumatic factors & preventive methods from professors, their lack of expertise in the discipline, their deficiencies in the principles of performing exercises, unawareness of traumatic & preventive factors by students), and economic problems (using inadequate low quality tools & equipment, failure to complete injury treatment due to financial problems, & imbalanced nutrition). Conclusion: The present study results revealed that various factors are involved in the vulnerability of physical education students. Such characteristics include individual problems, inadequate educational facilities, inadequate curriculum planning, inadequate content of practical units and inappropriate targeting in teaching and testing, poor knowledge and expertise of faculty and students regarding injury and prevention and, financial problems that reinforce such vulnerabilities. Furthermore, most of the related problems could be prevented through management strategies as well as modifying university admissions procedures, securing sports facilities and equipment, curriculum content and scheduling amendment, holding remedial courses in managing traumatic factors and to prevent and create financial support for students; these factors could reduce the odds of injuries in this population.
Zenodo (CERN European Organization for Nuclear Research), 2023
Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child's development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and Exergames interventions to improve and strengthen executive functions in highfunctioning autistic children.
2017
Background and Purpose: One of the basic and new explanations for the treatment of learning disabilities is the model of executive functions. The purpose of this study was to investigate the role of executive functions (transfer, inhibition, updating, continuous functioning and planningorganizing) in predicting the learning performance of students with learning disabilities. Method: The present study is a descriptive-correlational study. The statistical population consisted of all primary school students with learning disabilities in Mashhad in the academic year of 2016-2017. 116 students were selected through a random sampling method. Wisconsin test (Heaton et al., 1993), the stroop complex assignment (Stroup, 1935), the London tower test (Shallis, 1982), the working memory test (Wechsler, 2003), and continuous performance test (Rooseveld et al., 1956) were used as research tools. To evaluate the predictive power of academic performance through the variables of executive actions, the LaserL structural model was used. Results: The results showed that the model is fitted with research data. The results of structural analysis showed that among executive functions, response inhibitory variable and active memory have a greater role in predicting the academic performance of students with learning disabilities in reading, writing and maths (P < 0.01). Conclusion: Based on the results of this study, executive functions such as responsive inhibition, working memory, and mental flexibility are required as cognitive activities in reading, writing, and mathematics, which should be considered in the educational and rehabilitation curriculum of these students.
پژوهش در مدیریت ورزشی و رفتار حرکتی, 2022
The aim of this study was to investigate the effect of voluntary and forced exercise and off-line periods on consolidation of implicit motor memory. This study was a quasi-experimental method and the statistical population consisted of girl students of Shiraz University. So 30 non-athlete girl students with mental health, and without neural disease background or sleep disorders were voluntarily participated in the study. After determining the memory function, they were divided into 3 experimental groups with 6, 24 and 48 hours off-line periods. The research consisted of 2 stages and each stage included of acquisition, physical exercises (first stage voluntary and the second one forced) and retention (memory test) sessions. The intermittent chain reaction time assignment was used to measure motor memory changes. The Analysis of Variance (ANOVA) with repeated measure, with the significant level of p≤0.05, was used to answer the questions of research. The results showed that each of the 3 off-line periods had positive effects on consolidation of implicit motor memory, but there were no significant difference among them. The effect of voluntary and forced exercise on implicit motor memory consolidation, showed a significant difference in favor of voluntary exercise.
Ravānshināsī-i Afrād-i Istis̠nāyī, 2019
Present study aimed to determine efficacy of musical activities on executive functions students with educable intellectual disability. This study was a quasi-experimental method with pretest-posttest and a control group design. Statistical population included all students with educable intellectual disability 11-14 years of old from two exceptional schools in Karaj sity in the academic year 1395-96. 30 students were selected from the population through available sampling method and randomly allocated to either a control or experimental group (n=11). meantime the study, 4 students from experimental group and 4 from control group left the intervention(n=11). The experimental group participated at 24 group sessions of one hour musical activities 3-time per week for 8 weeks. The control group did not receive any intervention along with this period. All participants administered computerized Wisconcin Card Sorting Test (WCST), to assessing cognitive flexibility; Go/no Go Test, to assessi...
University of Tehran, 2019
چکیده هدف از اجرای تحقیق بررسی تاثیر بازی ستاره بر توجه انتخابی، حافظه ی فعال، سرعت پردازش و استدلال ادراکی دانش آموزان پسر دبستانی شهرستان بابل بود. روش تحقیق بکار رفته از نوع نیمهتجربی شامل دانشآموزان پسر اول ابتدایی بود. این دانشآموزان از یکی از مدارس آموزشی شهرستان بابل به صورت نمونه در دسترس انتخاب شدند. پس از مطالعه پروندههای تحصیلی این دانشآموزان، 24 دانشآموز پسر اول ابتدایی که وضعیت همگن تری داشتند انتخاب و به صورت تصادفی در دو گروه 12 نفره آزمایش و کنترل تقسیم شدند. گروه تجربی در معرض یک دوره برنامه بازی ستاره، 11 جلسه ای قرار گرفتند. قبل و بعد از دوره تمرینی میزان توجه و سرعت پردازش افراد گروه نمونه به وسیله مقیاس هوشی وکسلر 4 اندازهگیری شد. مقایسه دادههای پیش و پسآزمون در هر گروه با تحلیل کواریانس انجام گردید. نتایج این تحقیق نشان داد که بازی ستاره با اطمینان 99 درصد باعث افزایش معنادار (P=./001) درک مطلب کلامی، حافظه فعال، استدلال ادراکی و سرعت پردازش در گروه آزمایش نسبت به گروه کنترل شده است. این روش قرار است مبنای نظریه ی جدیدی با عنوان فراآموزش در جهان گردد. همچنین این سبک سه سطح نخست طبقه بندی اهداف آموزشی بلوم (1956) را وارونه ساخته است.
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