نشریه رشد و یادگیری حرکتی - ورزشی
پیاپی 51 (بهار 1402)

Growth is an uninterrupted, permanent, and continuous process and includes different dimensions. This study aimed to investigate the effect of rhythmic rebounding exercises on children's motor proficiency and motivation with a 6-month follow-up period.

The current research was quasi-experimental with a pretest and posttest design. The statistical population was 9-10 years old children of Tabriz city, from which 30 people were selected by convenience sampling method and randomly divided into two experimental and control groups. The pre-test included the Bruininks-Oseretsky test of motor proficiency and the Children's Movement Motivation questionnaire. The experimental group performed the exercises on the rebounder for eight weeks, and the control group did not receive any intervention.Then, the post-test was conducted similarly to the pre-test. After six months period,a retention test was taken from participants of both groups. Statistical analysis was performed using mixed model Analysis of Variance at a significance level of 0.05 via SPSS version 24 software.

The results showed that the rhythmic rebounding exercises had a significant effect on the motor proficiency and motivation of 9-10 years old children so 95% of changes in gross motor skill and 98% of changes in children's movement motivation were probably influenced by the rebounding exercises.

Jumping is a fundamental activity in children's motor development and motivation provides inner force for movement. According to the findings of this research, since rhythmic activities can create motivation for movement and sports activities develop motor skills, it is crucial to provide the necessary equipment and measures for children to use these exercises.

Goal setting as a cognitive intervention enhances performance. However, self-controlled goal setting during the learning process has not been investigated. Therefore, this study aimed to investigate the effect of self-controlled and coach-controlled performance goal setting on soccer passing learning, focusing on choice theory.

The participants were 30 boys aged 18 to 28 years who did not participate in organized soccer training. First, the participants completed a pre-test and then participated in a quasi-experimental design and they were systematicallyassigned into one of three self-controlled performance goal setting, coachcontrolled performance goal setting, and control groups. After 15 training sessions,the acquisition test was taken immediately, and then after 72 hours, the retention and transfer tests were taken.

The results of the 2×3 (stage × group) analysis of variance showed that although the performance of the groups improved in the acquisition test, there was no significant difference between them. Also, one-way analysis of variance showed a difference between the groups in both retention and transfer phases and Tukey's post hoc test showed that both the self-controlled and coach-controlled goal-setting intervention groups performed better than the control group and the differences were significant.

The findings of the research indicate that self-controlled and coachcontrolled performance goal-setting groups perform better than the control group and self-controlled goal-setting has more advantages than other groups. It is suggested to use a self-controlled goal-setting strategy in training protocol.

The present study aimed to investigate the effect of the transcranial direct current stimulation of the motor cortex on the reaction time and performance of skilled soccer players.

The current study was a quasi-experimental study with a pre-test and a post-test design. The statistical population of this research was the skilled male soccer players of Tehran province in 1401, 36 of whom were selected through convenience sampling and randomly divided into three Primary Motor Cortex Stimulation (N=12), Sham Stimulation (N=12) and Control (N=12) groups. For the primary motor cortex stimulation during transcranial direct current stimulation intervention, the anode electrode was placed at the C3, and the cathode electrode was placed at Fp2. To check and analyze the research hypotheses, the dependent t and the analysis of covariance (ANCOVA) tests with Bonferroni posthoc test were used via SPSS version 22 software.

The results showed that in the Motor Cortex tDCS group, the average reaction time after electrical stimulation decreased from 354.25 ± 71.58 to 256.41 ± 63.72 milliseconds, and the average performance increased from 46.00 ± 6.14 to 5.83 ± 68.41. So, according to the significance level of 0.05, a significant difference was observed in reaction time and performance (P <0.05).

The results showed that the electrical stimulation of the primary motor cortex affects the reaction time and the performance of skilled soccer players. Since the current research was conducted on skilled soccer players, it is suggested to be as cautious as possible in generalizing the results of this research to novice soccer players and athletes.

In recent decades, adolescents and young people in the country have turned to soccer and the need to pay attention to their basic training seems essential. Therefore, this study aimed to design and evaluate the effectiveness of an educational-motor intervention on the achievement motivation of adolescent soccer players.

In this quasi-experimental study, the research method was a pre-test, post-test, and follow-up design with a control group. The statistical population consisted of all 12 to 16 years old adolescents attending the soccer school of Saipa Cultural and Athletic Corporation in Tehran in 2022. Among them, 60 people were selected based on the inclusion criteria and then assigned to experimental and control groups (30 people in the experimental group and 30 people in the control group). The research instrument was the Achievement Motivation Questionnaire (Hermans, 1970). The experimental group received the educational-motor intervention training in sixteen 60-minute sessions, and the control group was on the waiting list. Data were analyzed using repeated measure analysis of covariance via SPSS Statistics 23 software.

The results showed that there was a significant difference between the experimental group and the control group in the post-test and follow-up phases (P<0.05), and the educational-motor intervention improved the achievement motivation of adolescents attending soccer school  (P<0.05).    

According to the results of the present study, the educational-motor intervention can be effective in improving the achievement motivation of the adolescents attending the soccer school of Saipa Cultural and Athletic Corporation. It is recommended that curriculum designers in the Ministry of Sports and Youth use this method to improve the achievement motivation of adolescents in soccer schools.

This study aimed to investigate the effect of brain breaks on academic progress, self-efficacy, and interest in physical activity of primary school students.

The current research was a quasi-experimental type with a pre-test, post-test, and control group design. Its statistical population included fourth, fifth, and sixth-grade female students. Using the cluster random sampling method, 127 students were selected as the research sample and were assigned to two intervention and control groups through a simple random method. To collect data, the Self-Efficacy Questionnaire for Children (Morris, 2001) and the Children’s Attraction to Physical Activity questionnaire (Rose et al., 2009), and a researcher-made questionnaire for the educational progress of the participants were used. The intervention group performed brain breaks physical activities twice a day and three days a week for four months, while the control group did not receive any intervention. Data were evaluated using an independent t-test.

Data analysis indicated that after the intervention (brain breaks), the average scores of the experimental group for three variables of academic achievement (F=3.57, P=0.001), self-efficacy (F=7.65, P=0.001), and interest in physical activity (F=10.72, P=0.001) had a significant difference compared with the control group.

These findings can highlight the need for planners and education officials to pay attention to the importance of the role of brain breaks activities in improving academic progress, self-efficacy, and its effect on the level of interest in physical activities of primary school girls.

This research aimed to design and standardize the bodily-kinesthetic intelligence assessment questionnaire in Iranian society.

The current research method was a combination of qualitative and quantitative methods with an exploratory design – an instrument development model. In the qualitative stage, after conducting 12 semi-structured interviews, related categories were collected and after checking the face and content validity, a 36-item questionnaire was designed. In the quantitative stage, the validity and reliability of the researcher-made questionnaire were examined. The statistical sample consisted of 808 teenagers from five provinces of the country who were selected by the multi-stage cluster sampling method and all the subjects completed the questionnaire. To determine the concurrent validity, the KTK3+ motor competence standard test was used, and to check the temporal reliability and consistency, test-retest and Cronbach's alpha coefficient were used.

Through exploratory factor analysis, five factors of physical fitness factors related to health and skill, perceptual ability, non-verbal communication, enjoyment and participation in various physical activities, and learning and experience of motor skills were identified and these five factors explained 51% of the total variance. The results of the confirmatory factor analysis showed that the goodness of fit index and the comparative fit index was higher than 0.90. In concurrent validity, the correlation between the scores of the two tests was 0.51 and Cronbach's alpha coefficients (0.89) and intra-class correlation (0.87) were also obtained.

In general, it can be concluded that the bodily-kinesthetic intelligence questionnaire has a suitable and acceptable validity and reliability, and by using this questionnaire, the assessment of the bodily-kinesthetic intelligence of teenagers is possible.