Saleh Jarrahi; Rasool Abedanzadeh; Mohammad Reza Doustan
Abstract
Aim: The purpose of this study was to investigate the effect of eight-week interactvee video games on the static and dynamic balance of male students. Method: Thirty high school students from Shadegan city were selected available sampling. The static and dynamic equilibrium test was taken at the pretest ...
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Aim: The purpose of this study was to investigate the effect of eight-week interactvee video games on the static and dynamic balance of male students. Method: Thirty high school students from Shadegan city were selected available sampling. The static and dynamic equilibrium test was taken at the pretest stage after the familiarity with the Xbox tool, subjects in the experimental group received intervention of kinect sport games on 8 sessions and 3 sessions each week. Data were analyzed using SPSS software version 22 by using covariance analysis test at significant level P≤ 0.05. Results: The results of covariance analysis test showed that there was a significant difference in static and dynamic balance between the experimental and control groups (P<0.05). According to the groups mean the experimental group, had better performance than the control group. Conclusion: In a general conclusion, it can be argued that the presentation of an active video games period intervention can improve the static and dynamic balance in high school students, therefore, it is suggested that this type of intervention be considered in order to improve the static and dynamic balance of high school students.
rasool abedanzadeh; Seyed Kavos Salehi; kobra javadian
Volume 4, Issue 13 , August 2018, , Pages 35-46
Abstract
Aim: The purpose of this study was to investigate the effect of different internal and external focus of attention instructions on learning of over hand throw in educable mentally retarded students. Method: In this semi-experimental study, 12 boys and 6 girls from 12 to 14 years of age based on the IQ ...
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Aim: The purpose of this study was to investigate the effect of different internal and external focus of attention instructions on learning of over hand throw in educable mentally retarded students. Method: In this semi-experimental study, 12 boys and 6 girls from 12 to 14 years of age based on the IQ of 50 to 75 were randomly selected and according to the scores obtained in the pretest, were matched equally in the three groups including internal attention, near external attention and far external attention. Participants in the acquisition stage, in each group performed 4 blocks of 8 trials of throws with preferred hand. There was a 5 minutes resting between them. All three groups performed throws at a distance of 2 meters during the training stages. After the last training session, 10 throws were performed as a post-test and retention and transfer tests were performed 24 hours afterward, each of them included 10 throwing but transfer test was done for all three groups at a distance of 3 meters. Findings: Results showed that all three training groups had a progression from pre-test to transfer test and showed a significant difference (P≤0.05). Also the results showed far external attention group led to better learning, and then, the near external attention and internal attention groups, respectively performed better. Conclusion: In general, based on the research findings, the external attention group had a more stable learning and this confirms the constrained action hypothesis of Woolf et al (2001) in mentally retarded children.
Rasool Abedan zadeh; Mansour Heylavi neysi; Saeed Ashraf poor Navayi
Volume 2, Issue 5 , September 2016, , Pages 83-96
Abstract
Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback ...
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Introduction: The aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students in Ahvaz. Methods: 60 students were selected through purposive sampling were divided into high (15 in normative feedback and 15 in control group) and low (15 in normative feedback and 15 in control groups) perceived competence groups. Acquisition stage was performed in two sessions with 100 trials (each session 5 blocks with 10 trials). At the end of last practice block in second session, the posttest was performed with 20 trials without any feedback. 48 hours after posttest, retention test was administered. Findings: The results of Mixed Repeated Measure ANOVA revealed normative feedback between two high and low perceived competence groups was not statistically significant (P>0/05). But, the performance and learning of participants in high perceived competence group had were statistically different from those of the other groups. Also, the performance of normative feedback group in both posttest and retention test was better than the performance of the other groups. Conclusion: According to the findings, sporting trainer and teachers are recommended to use normative feedback and strengthen psychology factors such as perceived competence for reaching batter performance and learning in performing the same tasks.
