Sport Sciences Research InstituteMotor Behavior2538-273X124220201221The effect of two methods of child-centered and teacher-centered on the development of gross motor skill of third grade elementary studentsThe effect of two methods of child-centered and teacher-centered on the development of gross motor skill of third grade elementary students1736163910.22089/mbj.2018.5164.1602FAFatemehRezaeefaculty of semnan university0000-0002-8395-5974FazlollahBagherzadehnullMahmoudSheikhAssociate Professor of Motor Behavior, University of Tehran, Tehran, Iran0000-0003-4029-3568RasoulHemayattalabnullDavoudHominiannull0000-0003-3250-832XJournal Article20171208Attention to motor skill training approach shows that the type and nature of teaching is one of the most important effective variables in motor skills training. The purpose of this study was the effect of two methods of child-centered and teacher-centered on the development of gross motor skill of third grade elementary students. 53 students of beginner girls volunteered to conduct research with an average age 11.9±.16 that after peforming pre-test, were randomly divided into three experimental groups (deliberate play, deliberate practice, organized competition) and one control group. The groups practiced in accordance with the educational method for 12 weeks and two sessions per week. Was performed mid test at the end of the sixth week and post test at the end of the twelfth week. To collect information, the Bruininks-Oseretsky test of motor proficiency (1978) and to analyse the data, at the significant level of P≤0.05, analysis of variance with repeated measures were employed. The results showed that the teaching method has been effective in improving the gross motor skill of the students and its effectiveness in the organized competition group more than the rest of the groups. There was also no significant difference between subscales of the running, balance, bilateral coordination and upper limb coordination in mid and post test and was higher level of strength in the organized competition group from the rest of the groups in post test.Attention to motor skill training approach shows that the type and nature of teaching is one of the most important effective variables in motor skills training. The purpose of this study was the effect of two methods of child-centered and teacher-centered on the development of gross motor skill of third grade elementary students. 53 students of beginner girls volunteered to conduct research with an average age 11.9±.16 that after peforming pre-test, were randomly divided into three experimental groups (deliberate play, deliberate practice, organized competition) and one control group. The groups practiced in accordance with the educational method for 12 weeks and two sessions per week. Was performed mid test at the end of the sixth week and post test at the end of the twelfth week. To collect information, the Bruininks-Oseretsky test of motor proficiency (1978) and to analyse the data, at the significant level of P≤0.05, analysis of variance with repeated measures were employed. The results showed that the teaching method has been effective in improving the gross motor skill of the students and its effectiveness in the organized competition group more than the rest of the groups. There was also no significant difference between subscales of the running, balance, bilateral coordination and upper limb coordination in mid and post test and was higher level of strength in the organized competition group from the rest of the groups in post test.https://mbj.ssrc.ac.ir/article_1639_3c1e4bd67169b8153e0047536c9f541e.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221The Effect of a Period of Selected Exercises Over Soft and Hard Surfaces on the Static Balance of Children with Autism Spectrum DisorderThe Effect of a Period of Selected Exercises Over Soft and Hard Surfaces on the Static Balance of Children with Autism Spectrum Disorder5580191910.22089/mbj.2019.7240.1793FAMehdiRafei BorujeniAssistant Professor, Motor Behavior and Sport Management Department, Faculty of Sport Sciences, University of Isfahan0000-0001-8139-6139FahimehTalebpoorMA of Motor Behavior, Motor Behavior and Sport Management Department, Faculty of Sport Sciences, University of IsfahanMaryamNezakatalhosseiniAssociate Professor, Motor Behavior and Sport Management Department, Faculty of Sport Sciences, University of Isfahan0000-0002-4603-7947ShilaSafaviAssistant Professor, Motor Behavior and Sport Management Department, Faculty of Sport Sciences, University of Isfahan0000-0001-6317-3804Journal Article20190526The purpose of this study was to determine the effect of a selected exercise period on soft and hard surfaces on the static balance of children with autism spectrum disorder. Twenty children with autism spectrum disorder (age 7.8±2.81 years) were selected by use of convenience sampling from Ordibehesht Autism Center of Isfahan. Then, they were matched for age, sex, height, weight and autism index and assigned into two groups of 10 persons whom exercised on a soft surface and hard surface. They participated in a period of selected balance exercises for 24 sessions (three times a week). Static balance of these children was evaluated in the pretest and post-test by assessing the amount of displacement of the center of pressure in the anteroposterior and mediolateral directions while standing on the Foot Scan for 18 seconds. To analyze the data, the mixed (2 × 2) variance analysis was used (p <0.05). The results showed that static balance with open eyes of both groups improved significantly after the intervention. However, there was not significant difference between the two groups of exercise on the soft and hard surfaces. Exercise on surfaces with different stiffness improves the balance of children with autism spectrum disorder by reinforcement of the proprioceptors.The purpose of this study was to determine the effect of a selected exercise period on soft and hard surfaces on the static balance of children with autism spectrum disorder. Twenty children with autism spectrum disorder (age 7.8±2.81 years) were selected by use of convenience sampling from Ordibehesht Autism Center of Isfahan. Then, they were matched for age, sex, height, weight and autism index and assigned into two groups of 10 persons whom exercised on a soft surface and hard surface. They participated in a period of selected balance exercises for 24 sessions (three times a week). Static balance of these children was evaluated in the pretest and post-test by assessing the amount of displacement of the center of pressure in the anteroposterior and mediolateral directions while standing on the Foot Scan for 18 seconds. To analyze the data, the mixed (2 × 2) variance analysis was used (p <0.05). The results showed that static balance with open eyes of both groups improved significantly after the intervention. However, there was not significant difference between the two groups of exercise on the soft and hard surfaces. Exercise on surfaces with different stiffness improves the balance of children with autism spectrum disorder by reinforcement of the proprioceptors.https://mbj.ssrc.ac.ir/article_1919_8c8a58fa97c205ff222de3685497742c.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221Errorless Interference and Motor learning: The Role of Working Memory in Automation of SkillErrorless Interference and Motor learning: The Role of Working Memory in Automation of Skill81110203310.22089/mbj.2020.7988.1832FAHesamRamezanzadeAssistant Professor, of motor Behavior, Department of Sport Science, School of Humanities, Damghan University, Damghan, Iran0000-0002-7643-8899Journal Article20191018The purpose of this study was to investigate the effect of combining random or block schedules with a errorless learning model (errorless or errorfull practice) on learning and automaticity of dart throwing skill in both high and low working memory conditions. One hundred participants with no experience in dart throwing were selected and divided into two classes of high and low working memory using the N back working memory test. Subjects of each class were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase (three sessions of 70 trials), experimental groups participated in the retention test (with and without cognitive secondary task). The results showed that in both high and low working memory conditions, the random-errorless group performed the best performance and the random-errorfull group performed the worst, although the performance of the block groups were better in the low working memory condition. This result indicates that in high working memory conditions, cognitive processing in block-errorless in not sufficient to generate cognitive effort and therefore is not sufficient to make appropriate challenge to practice. The results also showed that the three groups including random-errorless, random-errorfull and random, performed better in high working memory condition than low working memory condition at the same time with secondary cognitive task. The results of this study show that working memory will play a very important role in learning motor skills and especially in achieving high levels of task automation.The purpose of this study was to investigate the effect of combining random or block schedules with a errorless learning model (errorless or errorfull practice) on learning and automaticity of dart throwing skill in both high and low working memory conditions. One hundred participants with no experience in dart throwing were selected and divided into two classes of high and low working memory using the N back working memory test. Subjects of each class were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase (three sessions of 70 trials), experimental groups participated in the retention test (with and without cognitive secondary task). The results showed that in both high and low working memory conditions, the random-errorless group performed the best performance and the random-errorfull group performed the worst, although the performance of the block groups were better in the low working memory condition. This result indicates that in high working memory conditions, cognitive processing in block-errorless in not sufficient to generate cognitive effort and therefore is not sufficient to make appropriate challenge to practice. The results also showed that the three groups including random-errorless, random-errorfull and random, performed better in high working memory condition than low working memory condition at the same time with secondary cognitive task. The results of this study show that working memory will play a very important role in learning motor skills and especially in achieving high levels of task automation.https://mbj.ssrc.ac.ir/article_2033_a5a61717dddc3501cfdf7a4e22d7dbaa.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221The Effect of Training, Individual Mode or Couple Mode, on The Extent of Learning Aerobics Among the ElderlyThe Effect of Training, Individual Mode or Couple Mode, on The Extent of Learning Aerobics Among the Elderly111130214810.22089/mbj.2020.8724.1877FAZahraPour Hosein JafariM.Sc. Student of Motor Behavior, Faculty of Physical Education & Sports Sciences, University of Tabriz, Iran0000-0002-6151-5046Mohammad TaghiAghdasiProfessor of Motor Behavior, Faculty of Physical Education & Sports Sciences, University of Tabriz, Iran0000-0001-8921-1856AmirGhiami RadJournal Article20200411This study aimed to investigate the effect of Individual and dyad training on aerobic skill learning in elderly. The study of the semi empirical type with pre - test and posttest design is with two experimental groups that have been done in the field. The statistical population of the research is the elderly of the city of Tabriz, which among them were selected 24 people with accessible sampling. In the midst of a lack of involvement in aerobic exercise, lack of familiarity with aerobics, public health and lack of physical problems was the criteria for inclusion in the study. Then research participants were randomly grouped into two groups of 12 and were trained during twelve sessions. In data analysis used mix ANOVA and bonferroni post hoc test at the significance level of (P=0.05) by SPSS 18. The results of repeated variance showed that the effect of the measurement stages on learning is meaningful (P=0.001) and the rate of learning varies in different stages; Also, Group's impact on learning is meaningful (P=0.002) and the rate of learning in dyad group is more than individual group. Based on the results dyad training method with care to more learning in elderly women is one of the most effective and effective methods along with other methods in order to learn motor skills. Because active participation of elderly as a reality full of experience improves in sport community.This study aimed to investigate the effect of Individual and dyad training on aerobic skill learning in elderly. The study of the semi empirical type with pre - test and posttest design is with two experimental groups that have been done in the field. The statistical population of the research is the elderly of the city of Tabriz, which among them were selected 24 people with accessible sampling. In the midst of a lack of involvement in aerobic exercise, lack of familiarity with aerobics, public health and lack of physical problems was the criteria for inclusion in the study. Then research participants were randomly grouped into two groups of 12 and were trained during twelve sessions. In data analysis used mix ANOVA and bonferroni post hoc test at the significance level of (P=0.05) by SPSS 18. The results of repeated variance showed that the effect of the measurement stages on learning is meaningful (P=0.001) and the rate of learning varies in different stages; Also, Group's impact on learning is meaningful (P=0.002) and the rate of learning in dyad group is more than individual group. Based on the results dyad training method with care to more learning in elderly women is one of the most effective and effective methods along with other methods in order to learn motor skills. Because active participation of elderly as a reality full of experience improves in sport community.https://mbj.ssrc.ac.ir/article_2148_e21e4e58ad9ab56e8a4634046da90113.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221The Investigate the Components of Visual Tracking and the Amount of Spatial and Temporal Error in the Bilateral Targeting Task with Dominant and Non-Dominant HandsThe Investigate the Components of Visual Tracking and the Amount of Spatial and Temporal Error in the Bilateral Targeting Task with Dominant and Non-Dominant Hands131160223110.22089/mbj.2020.9295.1908FASarehGholamiM.Sc. Student of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranSeyedeh NahidShetab BoushehriAssociate professor of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, IranMohammad RezaDoustanInstructor of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran0000-0003-1581-5408Journal Article20200808The purpose of this study was to investigate the components of visual tracking and spatial and temporal error in the bilateral targeting task in the dominant and non-dominant hand. The participants in the study were 17 right-handed students in the age range of 19-22. They performed the bilateral targeting taskin eight different situations, two temporal difficulties and two spatial difficulties with dominant and non-dominant hands, using a speed-accuracy trade off apparatus with auditory metronome rhythm. The effective target width and timing error were evaluated and compared. Visual searching behavior including number, duration and rate of fixations was also assessed using Binocular Vision Tracking system. The results showed that the effective width of the target, there was no difference between easy task and difficult as well as dominant and non-dominant task, but there was a difference between easy and difficult task in terms of time. There were more errors in the non-dominant hand, the difficult and fast movement. Also, the change in spatial difficulty, temporal and limb difficulty did not have a significant effect on the number and time of visual fixations, but was significant on the rate of visual fixations, so that the average rate of fixations was higher in the non-dominant hand than in the dominant hand. In general, in fast continuous aiming task, timing errors are more affected by the difficulty of the task and hand-dominancy than spatial errors, and less time is spent staring at the target when performing the task with the dominant hand.The purpose of this study was to investigate the components of visual tracking and spatial and temporal error in the bilateral targeting task in the dominant and non-dominant hand. The participants in the study were 17 right-handed students in the age range of 19-22. They performed the bilateral targeting taskin eight different situations, two temporal difficulties and two spatial difficulties with dominant and non-dominant hands, using a speed-accuracy trade off apparatus with auditory metronome rhythm. The effective target width and timing error were evaluated and compared. Visual searching behavior including number, duration and rate of fixations was also assessed using Binocular Vision Tracking system. The results showed that the effective width of the target, there was no difference between easy task and difficult as well as dominant and non-dominant task, but there was a difference between easy and difficult task in terms of time. There were more errors in the non-dominant hand, the difficult and fast movement. Also, the change in spatial difficulty, temporal and limb difficulty did not have a significant effect on the number and time of visual fixations, but was significant on the rate of visual fixations, so that the average rate of fixations was higher in the non-dominant hand than in the dominant hand. In general, in fast continuous aiming task, timing errors are more affected by the difficulty of the task and hand-dominancy than spatial errors, and less time is spent staring at the target when performing the task with the dominant hand.https://mbj.ssrc.ac.ir/article_2231_2a8a812400df8963b2e2ac0ed01b07b8.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221Does Experience Can Mediate the Relationship between Verbal Tactical Knowledge and Tactical Behavior in Soccer School Players?Does Experience Can Mediate the Relationship between Verbal Tactical Knowledge and Tactical Behavior in Soccer School Players?161186225010.22089/mbj.2020.8640.1870FAMohammadMalekiAssistant Professor in Motor Behavior, University of Kurdistan, Sanandaj, Iran0000-0001-6297-1353ArashZareiMaster in Sport Management, University of Kurdistan, Sanandaj. IranJournal Article20200404Recently, considerable attention has been paid to evaluate the tactical knowledge and behavior in soccer schools. But, efficiency or inefficiency of the verbal/nonverbal protocols remain to be addressed. To address this question, current study aimed to evaluate the relationship of verbal tactical knowledge with tactical behavior and technical skills with taking level of experience into account. 36 soccer players (18 experienced with Mage=15.33±0.48; 18 unexperienced with Mage=15.5±0.51) performed the battery of soccer skills. First, they completed tactical skills inventory for sport, then tactical behaviors during 3×3 with a goalkeeper small sided games in a 30×40 meters’ pitch were videotaped, and finally, evaluated through game performance assessment by two expert raters. Results showed significant differences in pass, dribble as well as decision making, skill execution and support indices of tactical behavior (p=0.00), but, no significant difference were observed in offensive and defensive tactical knowledge (p=0.23,0.56, respectively) between two groups. For all players, tactical knowledge with tactical behavior and technical skills had no significant relationship (p>0.05), but, for the experienced players attacking tactical knowledge and support index significantly were related (p=0.01). These findings confirm inefficiency of verbal methods to evaluate the tactical knowledge in soccer schools and introduce the level of experience as an important factor to make relationship between tactical knowledge and behavior.Recently, considerable attention has been paid to evaluate the tactical knowledge and behavior in soccer schools. But, efficiency or inefficiency of the verbal/nonverbal protocols remain to be addressed. To address this question, current study aimed to evaluate the relationship of verbal tactical knowledge with tactical behavior and technical skills with taking level of experience into account. 36 soccer players (18 experienced with Mage=15.33±0.48; 18 unexperienced with Mage=15.5±0.51) performed the battery of soccer skills. First, they completed tactical skills inventory for sport, then tactical behaviors during 3×3 with a goalkeeper small sided games in a 30×40 meters’ pitch were videotaped, and finally, evaluated through game performance assessment by two expert raters. Results showed significant differences in pass, dribble as well as decision making, skill execution and support indices of tactical behavior (p=0.00), but, no significant difference were observed in offensive and defensive tactical knowledge (p=0.23,0.56, respectively) between two groups. For all players, tactical knowledge with tactical behavior and technical skills had no significant relationship (p>0.05), but, for the experienced players attacking tactical knowledge and support index significantly were related (p=0.01). These findings confirm inefficiency of verbal methods to evaluate the tactical knowledge in soccer schools and introduce the level of experience as an important factor to make relationship between tactical knowledge and behavior.https://mbj.ssrc.ac.ir/article_2250_a07c2f3b3b907aaf8436a26c6d77f0a2.pdfSport Sciences Research InstituteMotor Behavior2538-273X124220201221Effect of school playground activities on behavioral incompatibilities among 7-11 years students with intellectual disabilityEffect of school playground activities on behavioral incompatibilities among 7-11 years students with intellectual disability3754267810.22089/mbj.2019.6032.1692FANedaMakvandiDepartment of Motor Behaviors, Science Resarch Branch, Islamic Azad University, Tehran, IranMaliheNaimikiaDepartment of Motor Behavior, Sport Sciences Reserch Institute, Tehran, IranAbdollahGhasemiDepartment of Physical Education, Faculty of Humanities and Social Sciences, Islamic Azad University, Tehran, Iran0000-0001-7113-6894Journal Article20180731The purpose of this study was to investigate the effect of playground activities on behavioral incompatibilities of male students with intellectual disability in Ahvaz, Iran. 30 students 7 to 11 years old and rational ages 5 to 7 years old participated in the study. The Participants IQ scores were 50-70 that classified as educable children. Participants were accessibility selected from two exceptional schools with or without playground. Lambert's Adaptive Behavior Scale was used for data collection in pre and post-tests. Experimental group, received playground activities for 8 weeks in one school and control group spent their leisure time in the normal yard without any playground activities in another school. Data were analyzed by covariance test and SPSS software version 22 .The results showed that playground activities have a significant effect on behavioral incompatibilities of the students with intellectual disability.As a result, enriching the school's courtyard through targeted marking and designing and engaging students in physical activities in their leisure time at school can have a significant impact on the behavioral patterns of intellectual disability childern.The purpose of this study was to investigate the effect of playground activities on behavioral incompatibilities of male students with intellectual disability in Ahvaz, Iran. 30 students 7 to 11 years old and rational ages 5 to 7 years old participated in the study. The Participants IQ scores were 50-70 that classified as educable children. Participants were accessibility selected from two exceptional schools with or without playground. Lambert's Adaptive Behavior Scale was used for data collection in pre and post-tests. Experimental group, received playground activities for 8 weeks in one school and control group spent their leisure time in the normal yard without any playground activities in another school. Data were analyzed by covariance test and SPSS software version 22 .The results showed that playground activities have a significant effect on behavioral incompatibilities of the students with intellectual disability.As a result, enriching the school's courtyard through targeted marking and designing and engaging students in physical activities in their leisure time at school can have a significant impact on the behavioral patterns of intellectual disability childern.https://mbj.ssrc.ac.ir/article_2678_94aef38441efa3380a3bed3faf1f9d5d.pdf