Sport Sciences Research InstituteMotor Behavior2538-273X165620240521Investigating the role of motor learning strategies on improving team creativity in beginner soccer’sInvestigating the role of motor learning strategies on improving team creativity in beginner soccer’s1732347410.22089/mbj.2020.9208.1903FABehzadMohammadi OranghiDepartment of Sport Science, School of Humanities, Damghan University, Damghan, Iran0000-0002-5023-8776RasoulYaaliMotor behavior, pyisical education, Kharazmi university0000-0002-8159-4570AbbasBahramDepartment of motor behavior karazmi university
Tehran-Iran0000-0003-3430-4777MohammadtaghiAghdasiUniversity of tabriz0000-0001-8921-1856Journal Article20200709Creativity is one of the most important variables that guarantees a person's athletic success, It is also important for continued physical activity in beginners. The purpose of this study was the role of motor learning teaching strategies on team creativity of beginner soccer’s. The participants in this study were 66 male students from Tehran universities who participated in this study voluntarily. All of them were beginners, which was confirmed by an expert opinion. Participants were randomly assigned to linear, nonlinear, and differential teaching groups and practiced two sessions each week for three months. Each group was trained by their own instructor. After the interventions, each group played a game and the participants' creativity was examined by analyzing the film and with the opinions of two experts. The results have been reported descriptively due to the rarity of the identified actions. The findings show that the team creativity in the group that practiced with non-linear pedagogy was greater than the other two groups, and the team creativity in group which practiced in the differential group was greater than the linear group. Based on the ecological dynamics perspective, these results suggest the use of environmental manipulation and task to enhance team creativity due to exploration and help solve movement challenges, and are recommended for educators, teachers, and physical education instructors. Of course, using this method requires the expertise and creativity of the instructor.Creativity is one of the most important variables that guarantees a person's athletic success, It is also important for continued physical activity in beginners. The purpose of this study was the role of motor learning teaching strategies on team creativity of beginner soccer’s. The participants in this study were 66 male students from Tehran universities who participated in this study voluntarily. All of them were beginners, which was confirmed by an expert opinion. Participants were randomly assigned to linear, nonlinear, and differential teaching groups and practiced two sessions each week for three months. Each group was trained by their own instructor. After the interventions, each group played a game and the participants' creativity was examined by analyzing the film and with the opinions of two experts. The results have been reported descriptively due to the rarity of the identified actions. The findings show that the team creativity in the group that practiced with non-linear pedagogy was greater than the other two groups, and the team creativity in group which practiced in the differential group was greater than the linear group. Based on the ecological dynamics perspective, these results suggest the use of environmental manipulation and task to enhance team creativity due to exploration and help solve movement challenges, and are recommended for educators, teachers, and physical education instructors. Of course, using this method requires the expertise and creativity of the instructor.https://mbj.ssrc.ac.ir/article_3474_e91068fff3d7fa1594dfdf3b4308433a.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521Effect of Nintendo Wii-based motor and cognitive training on motor proficiency, visual attention and cognitive flexibility of children with attention-deficit/ hyperactivity disorderEffect of Nintendo Wii-based motor and cognitive training on motor proficiency, visual attention and cognitive flexibility of children with attention-deficit/ hyperactivity disorder3350347610.22089/mbj.2020.8499.1857FAAzamGhaziDepartment of Motor Behavior
Faculty of Sport Sciences
Ferdowsi University of Mashhad (FUM))
Mshhad
IranMahdiSohrabiDepartment of motor behavior, Faculty of Sport Sciences, Ferdowsi University of MashhadHamidrezaTaheriDepartment of motor behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.0000-0002-0878-604XMahdiGhahramani MoghadamDepartment of Exercise Physiology
Faculty of Sport Sciences
Ferdowsi University of Mashhad (FUM)
Mashhad
IranJournal Article20200217This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on motor proficiency, visual attention, and cognitive flexibility of children with attention-deficit/ hyperactivity disorder. Thirty boys with ADHD, aged 8-11 years, were selected from the Avand development center and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with the Bruininks-Oseretsky test of motor proficiency and trail making test. R Statistical software was used for data and analysis Multivariate analysis of covariance (MANCOVA) was used to test differences between groups. For all statistical analyses significance was set at 0.05. The results of the post hoc contrasts on MANCOVA showed that balance (p = 0.01), upper limb coordination (p = 0.01), bilateral coordination (p = 0.02), strength (p = 0.06), response speed (p = 0.02) and manual dexterity (p = 0.003) components, in the experimental group were significantly improved in comparison to the control group, But there were no significant differences between groups in running speed and agility (p = 0.09) and visual-motor control (p = 0.27). A significant difference was also found between groups in cognitive flexibility (p = 0.01). Our findings suggest that Nintendo Wii game playing might be a simple and cost-effective way for improving motor proficiency and cognitive flexibility of ADHD children.This study was conducted to determine the effect of Nintendo Wii-based motor and cognitive training on motor proficiency, visual attention, and cognitive flexibility of children with attention-deficit/ hyperactivity disorder. Thirty boys with ADHD, aged 8-11 years, were selected from the Avand development center and were randomly assigned to an experimental and control group. The experimental group participated in a selected gaming program for 24 sessions, 60 minutes per session. At the beginning of the study and after eight weeks of intervention, participants were assessed with the Bruininks-Oseretsky test of motor proficiency and trail making test. R Statistical software was used for data and analysis Multivariate analysis of covariance (MANCOVA) was used to test differences between groups. For all statistical analyses significance was set at 0.05. The results of the post hoc contrasts on MANCOVA showed that balance (p = 0.01), upper limb coordination (p = 0.01), bilateral coordination (p = 0.02), strength (p = 0.06), response speed (p = 0.02) and manual dexterity (p = 0.003) components, in the experimental group were significantly improved in comparison to the control group, But there were no significant differences between groups in running speed and agility (p = 0.09) and visual-motor control (p = 0.27). A significant difference was also found between groups in cognitive flexibility (p = 0.01). Our findings suggest that Nintendo Wii game playing might be a simple and cost-effective way for improving motor proficiency and cognitive flexibility of ADHD children.https://mbj.ssrc.ac.ir/article_3476_ddcbe25988981920c872c1787382f04d.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521The effect of neurofeedback and aerobic exercises on depression symptoms and cognitive functions in male studentsThe effect of neurofeedback and aerobic exercises on depression symptoms and cognitive functions in male students5170398910.22089/mbj.2023.14543.2089FABahramBaziborounPh.D. Candidate, Faculty of Sport Sciences and Health, Department of
Behavioral and Cognitive Sciences in Sports, Shahid Beheshti University, Tehran,
IranMahinAghdaeiAssistant Professor, Department of Motor Behavior, Shahid Beheshti University, Tehran, IranAlirezaFarsiProfessor, Department of Behavioral Sciences and Cognitive and Sports Technology, Shahid Beheshti University, Tehran, Iran0000-0002-2086-6632Journal Article20230404This study aimed to explain the effect of a course of neurofeedback and aerobic exercises on depressive and cognitive symptoms. In this study, 60 male students symptoms of depression were selected as available samples. The participants were randomly divided into four training groups.The neurofeedback and exercise groups each performed the respective exercises for eight weeks, three sessions per week, and each session for one hour .The combined group performed 30 minutes of neurofeedback training and 30 minutes of aerobic training at the same time with the same number of sessions in each session, while the control group did not perform any specific training. Twenty-four hours before and after the exercise protocol, depression questionnaires (Beck and Hamilton) and the attention networks test (ANT) were taken from the participants. The results showed that a course of neurofeedback,neurofeedback-aerobic exercises, and aerobic exercises reduced depression symptoms in the Beck and Hamilton index and significantly increased the efficiency of the attention-warning, control-executive, and orientation networks. Aerobic exercises can increase blood supply to the brain, which is an effective factor in reducing depression symptoms. This issue helps to improve morale. Also, exercising will divert the patient's attention from worries and other uncomfortable issues to other points. The combined neurofeedback-aerobic condition caused further improvement in cognitive performance in attention networks, which is one of the effective factors in reducing depression. Considering the improvement of depression symptoms and attention networks, it seems that the temporal cortex is one of the areas involved in attention networks and depression reducing.This study aimed to explain the effect of a course of neurofeedback and aerobic exercises on depressive and cognitive symptoms. In this study, 60 male students symptoms of depression were selected as available samples. The participants were randomly divided into four training groups.The neurofeedback and exercise groups each performed the respective exercises for eight weeks, three sessions per week, and each session for one hour .The combined group performed 30 minutes of neurofeedback training and 30 minutes of aerobic training at the same time with the same number of sessions in each session, while the control group did not perform any specific training. Twenty-four hours before and after the exercise protocol, depression questionnaires (Beck and Hamilton) and the attention networks test (ANT) were taken from the participants. The results showed that a course of neurofeedback,neurofeedback-aerobic exercises, and aerobic exercises reduced depression symptoms in the Beck and Hamilton index and significantly increased the efficiency of the attention-warning, control-executive, and orientation networks. Aerobic exercises can increase blood supply to the brain, which is an effective factor in reducing depression symptoms. This issue helps to improve morale. Also, exercising will divert the patient's attention from worries and other uncomfortable issues to other points. The combined neurofeedback-aerobic condition caused further improvement in cognitive performance in attention networks, which is one of the effective factors in reducing depression. Considering the improvement of depression symptoms and attention networks, it seems that the temporal cortex is one of the areas involved in attention networks and depression reducing.https://mbj.ssrc.ac.ir/article_3989_6516c28727509c3db6280ae16254e916.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521The effect of individual and group games on Social skills and Self-efficacy in children with developmental coordination disorderThe effect of individual and group games on Social skills and Self-efficacy in children with developmental coordination disorder7192412210.22089/mbj.2024.15189.2107FAKhatereZiaeePhD Student of Motor Development, Department of Sports Management, Faculty of Physical Education and Sport Sciences, Central Tehran Branch, Islamic Azad University, Tehran, IranMarziehBalali. Assistant Professor of Motor Behavior, Department of Sports Management, Faculty of Physical Education and Sport Sciences, Central Tehran Branch, Islamic Azad University, Tehran, IranSalehRafieeDepartment of Motor Behavior, Sport Sciences Research Institute, Tehran, Iran0000-0003-1230-1102Journal Article20230705The aim of this research was to investigate the effect of individual and group games on social skills and self-efficacy in children with developmental coordination disorder. The current research is a semi-experimental type with a pre-test-post-test design with three groups of individual games, group games and control group. The statistical population included children with developmental coordination disorder in Mashhad with an age range of 8-9 years. A number of 45 people were selected by available and targeted sampling and were randomly grouped after obtaining written consent. The instruments used were the Persian version of the developmental coordination disorder questionnaire, MABC test, Wiland social development scale and children's self-efficacy scale in interaction with peers. The implementation method was that first the pre-test of social development scale and self-efficacy scale was taken. The research intervention was carried out in groups and individually for a period of 8 weeks, twice a week for 45 minutes. After completing the intervention, the Wiland social development scale and self-efficacy scale were taken. The results of this research showed that the intervention of group and individual games had a significant effect on improving the social development and self-efficacy of children. Also, regarding the difference between the groups, the results showed that group games were more superior to the other two groups. Therefore, due to the greater effectiveness of group games, it is suggested to coaches and occupational therapists to use group games to improve the social development and self-efficacy of children with developmental coordination disorder.The aim of this research was to investigate the effect of individual and group games on social skills and self-efficacy in children with developmental coordination disorder. The current research is a semi-experimental type with a pre-test-post-test design with three groups of individual games, group games and control group. The statistical population included children with developmental coordination disorder in Mashhad with an age range of 8-9 years. A number of 45 people were selected by available and targeted sampling and were randomly grouped after obtaining written consent. The instruments used were the Persian version of the developmental coordination disorder questionnaire, MABC test, Wiland social development scale and children's self-efficacy scale in interaction with peers. The implementation method was that first the pre-test of social development scale and self-efficacy scale was taken. The research intervention was carried out in groups and individually for a period of 8 weeks, twice a week for 45 minutes. After completing the intervention, the Wiland social development scale and self-efficacy scale were taken. The results of this research showed that the intervention of group and individual games had a significant effect on improving the social development and self-efficacy of children. Also, regarding the difference between the groups, the results showed that group games were more superior to the other two groups. Therefore, due to the greater effectiveness of group games, it is suggested to coaches and occupational therapists to use group games to improve the social development and self-efficacy of children with developmental coordination disorder.https://mbj.ssrc.ac.ir/article_4122_6098ed616e715171f0dabad60a8e5197.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521The effect of sports vision training on decision making, gaze behavior and learning tennis serve skillThe effect of sports vision training on decision making, gaze behavior and learning tennis serve skill93114431510.22089/mbj.2024.16066.2132FADaryoushKhajavi1Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, University of Arak, Arak, Iran.
2Department of Motor Behavior and Sport Analysis, Faculty of Sport and Health Sciences, University of Tehran, Tehran, Iran.0000-0001-5778-5089AhmadGhotbi VarzanehDepartment of Motor Behavior and Sport Analysis, Faculty of Sport and Health Sciences, University of Tehran, Tehran, IranNiloufarZamanifardEducation Organization of IsfahanJournal Article20231230The present study was conducted with the aim of the effect of sports vision training on decision making, gaze behavior and learning tennis serve skills. In this semi-experimental research, which was carried out with a repeated measurement design (pre-test-post-test-retention), 30 beginner male tennis players of Isfahan Khaneh Complex with an age range of 20 to 30 were selected as available and divided into 2 groups of sports vision training and control. In the pre-test phase, the participants performed 12 tennis serves, and the gaze behavior of the participants during the operation was also measured. Also, the service performance of the participants was recorded by a GoPro camera. Then, the experimental group performed the desired exercises for 8 weeks and 3 sessions per week, each session lasting 30 minutes. During this period, the control group performed their daily activities. After the end of the 24 training sessions, the post-test phase, and two weeks after the last session, the retention phase was carried out as in the pre-test phase. The obtained data were analyzed by the mix Anova analyse. The results showed that sports vision training has a significant effect on improving decision-making, increasing the length of the quiet eye period, and increasing tennis serve performance (P<0.05). In general, the results of the present study emphasize the importance of sports vision exercises and it is suggested that coaches pay attention to this type of exercise when working with new tennis players.<br>Keywords: sport vision training, gaze behavior, decision making, tennisThe present study was conducted with the aim of the effect of sports vision training on decision making, gaze behavior and learning tennis serve skills. In this semi-experimental research, which was carried out with a repeated measurement design (pre-test-post-test-retention), 30 beginner male tennis players of Isfahan Khaneh Complex with an age range of 20 to 30 were selected as available and divided into 2 groups of sports vision training and control. In the pre-test phase, the participants performed 12 tennis serves, and the gaze behavior of the participants during the operation was also measured. Also, the service performance of the participants was recorded by a GoPro camera. Then, the experimental group performed the desired exercises for 8 weeks and 3 sessions per week, each session lasting 30 minutes. During this period, the control group performed their daily activities. After the end of the 24 training sessions, the post-test phase, and two weeks after the last session, the retention phase was carried out as in the pre-test phase. The obtained data were analyzed by the mix Anova analyse. The results showed that sports vision training has a significant effect on improving decision-making, increasing the length of the quiet eye period, and increasing tennis serve performance (P<0.05). In general, the results of the present study emphasize the importance of sports vision exercises and it is suggested that coaches pay attention to this type of exercise when working with new tennis players.<br>Keywords: sport vision training, gaze behavior, decision making, tennishttps://mbj.ssrc.ac.ir/article_4315_8526e0962a844e4a2f158d831d5fddf7.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521Comparison of newborn health indicators and anxiety of active and inactive pregnant women with covid19Comparison of newborn health indicators and anxiety of active and inactive pregnant women with covid19115134433810.22089/mbj.2024.15294.2116FAAzamAbeshiloosemnan universityFatemehRezaeifaculty of semnan university0000-0002-8395-5974Journal Article20230723This research was conducted with the aim of determining the comparison of health indicators of infants and anxiety of active and inactive pregnant women with covid-19. The current research is applied and causal-comparative and was conducted in the field. The statistical population includes all pregnant women with covid-19 who visited health centers in Tehran in 2021-2022. Among these, 100 pregnant women were purposefully selected as the research sample, so that 50 active pregnant women with covid-19 and 50 inactive pregnant women with covid-19 were included in the study. An international physical activity questionnaire was used to evaluate physical activity and the Vandenberg questionnaire (1989) was used to evaluate anxiety level. Also, SPSS software (version 24) was used for statistical analysis. The results showed that there is no significant difference (P≤0.05) between the health index of newborns (Apgar, head size, height, and weight) born from active and inactive pregnant women with covid-19 (P≤0.05), but between the anxiety groups of active and inactive pregnant women with There is a significant difference to Covid-19 (p=0.0001, u=235). So that by using the average ratings, it is determined that the inactive group with an average rating of 70.80 had a higher total anxiety level than the active group with an average rating of 20.30. Considering the low cost of physical activity compared to the treatment of complications caused by pregnancy anxiety during a high-risk period such as a virus epidemic,This research was conducted with the aim of determining the comparison of health indicators of infants and anxiety of active and inactive pregnant women with covid-19. The current research is applied and causal-comparative and was conducted in the field. The statistical population includes all pregnant women with covid-19 who visited health centers in Tehran in 2021-2022. Among these, 100 pregnant women were purposefully selected as the research sample, so that 50 active pregnant women with covid-19 and 50 inactive pregnant women with covid-19 were included in the study. An international physical activity questionnaire was used to evaluate physical activity and the Vandenberg questionnaire (1989) was used to evaluate anxiety level. Also, SPSS software (version 24) was used for statistical analysis. The results showed that there is no significant difference (P≤0.05) between the health index of newborns (Apgar, head size, height, and weight) born from active and inactive pregnant women with covid-19 (P≤0.05), but between the anxiety groups of active and inactive pregnant women with There is a significant difference to Covid-19 (p=0.0001, u=235). So that by using the average ratings, it is determined that the inactive group with an average rating of 70.80 had a higher total anxiety level than the active group with an average rating of 20.30. Considering the low cost of physical activity compared to the treatment of complications caused by pregnancy anxiety during a high-risk period such as a virus epidemic,https://mbj.ssrc.ac.ir/article_4338_a546203962b88771bb06faf8d6ec065e.pdfSport Sciences Research InstituteMotor Behavior2538-273X165620240521The effect of added feedback, knowledge of the result and execution using the simulator on the acquisition of shooting skillsThe effect of added feedback, knowledge of the result and execution using the simulator on the acquisition of shooting skills135150433910.22089/mbj.2024.12740.2032FAYaserJanbazImam Hossein University0000-0002-6040-6040ZahraSalmanAllameh Tabatabaei University0000-0001-7093-7518Mohammad RezaGhasemian MoghadamAssistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Allameh Tabatabai University, Tehran, IranJournal Article20220619Abstract<br>The aim of this study was to investigate the effect of increased feedback on outcome and performance using a simulator on the acquisition of shooting skills. Which was performed semi-experimentally with a pre-test and post-test two-group design on 30 beginner shooters with an age range of 18 to 22. Subjects were divided into control and experimental groups and performed 12 shooting training sessions. The control group received feedback only from the instructor and the experimental group received feedback from both the instructor and the skate machine. Data analysis using repeated measures analysis of variance test and analysis of covariance showed that feedback on the result provided by the instructor has a significant effect on the acquisition of shooting skills (p = 0.01), as well as knowledge feedback. The result presented through the skate machine has a significant effect on the acquisition of shooting skills (p = 0.01). In addition, there is a significant difference between the trend of performance changes during acquisition in the feedback group by the coach and the skate group (p = 0.01). In general, the results showed that increased feedback by the instructor and the skate machine simultaneously improves shooting skills due to its error detection, hand vibration control and focus on the shooter.Abstract<br>The aim of this study was to investigate the effect of increased feedback on outcome and performance using a simulator on the acquisition of shooting skills. Which was performed semi-experimentally with a pre-test and post-test two-group design on 30 beginner shooters with an age range of 18 to 22. Subjects were divided into control and experimental groups and performed 12 shooting training sessions. The control group received feedback only from the instructor and the experimental group received feedback from both the instructor and the skate machine. Data analysis using repeated measures analysis of variance test and analysis of covariance showed that feedback on the result provided by the instructor has a significant effect on the acquisition of shooting skills (p = 0.01), as well as knowledge feedback. The result presented through the skate machine has a significant effect on the acquisition of shooting skills (p = 0.01). In addition, there is a significant difference between the trend of performance changes during acquisition in the feedback group by the coach and the skate group (p = 0.01). In general, the results showed that increased feedback by the instructor and the skate machine simultaneously improves shooting skills due to its error detection, hand vibration control and focus on the shooter.https://mbj.ssrc.ac.ir/article_4339_feade1d2047977cd0cefdafc40175a99.pdf