فهرست مطالب اکبر قوامی

The aim of this study was to investigate the effect of self - regulatory and observation of novice model in Learning of Relative and absolute timing. 45 right-handed male students were randomly assigned into 2 experimental groups (novice model- Self - regulatory, novice model-yoked,) and control group. The subjects were asked to run sequential timing task during a four-step process. In the pre-test, 20 trials and 60 trials at acquisition and retention test and at transfer test of 10 minutes and 24 hours, 20 trials were conducted. Analysis of data both retention and transfer tests showed that experimental groups in terms of absolute and relative timing were better than the control group. These results indicate that, Practice Leading to learning, regardless of its type. In addition, no significant difference was observed between the two groups in the relative and absolute timing factor. These results suggest that the observation of novice model counts as an effective factor in learning motor skills while self - regulatory factor in this study was not effective.Overall, the results suggest that self-regulation just in time observing novice model cannot effect on learning.

The aim of this study was to investigate the relationship between passion to physical activity and life satisfaction in male students. 383 male students were chosen through cluster sampling among various schools in Tabriz and completed passion scale (Vallerand, et al. 2003), and multidimensional life satisfaction scale for students (MSLSS, 2001). T-test and Pearson correlation test was used for data analysis. Results showed that students with Harmonious Passion to physical activity have higher levels of satisfaction with their family, life environment, school and friends than students with obsessive passion. The results also showed obsessive students have a higher level of satisfaction in self subscale compared with Harmonious students. In general life Satisfaction, the results showed that Harmonious students have more satisfied than the obsessive students. The results showed there is a significant relationship between life satisfaction and Harmonious passion, but not in Obsessive passion. Overall, the results supports the Dualistic Model of Passion (DMP) (Vallerand, 2003).

The purpose of this study was to investigate the relationship between body dissatisfaction and eating disorders with stages of change for physical activity in Tabriz university female students. This research was description-correlation. Based on random sampling, 360 persons were selected and completed the eating disorders EAT-26 (garner and Garfinkel 1979), body dissatisfaction (Avchnr et al 2009) and physical activity staging (Marcus 2003) questionnaires. Obtained data from 280 questionnaires with using of Pearson correlation, Spearman correlation and one way ANOVA tests were analyzed in 0.05 alpha levels. Findings showed significant and positive relationship between eating disorders and body dissatisfaction (r=0.124, sig=0.039). Also, there was significant relationship between eating disorders and stages of change for physical activity (r=0.346, sig=0.001) but, there was not significant relationship between body dissatisfaction and stages of change for physical activity (r=0.108, sig=0.072). The results of ANOVA showed the eating disorders and body dissatisfaction in different stages of change for physical activity was significantly different. The results showed with progressed in between stages of change for physical activity, the rate of eating disorders was increased. Also the rate of body dissatisfaction is great in mid stages of stages of change for physical activity.

aggression and stress as undesirable emotions and psychological well-being as a positive feels are among the factors which affect athletes’ performance. in addition, research findings have indicated that emotions may be managed using emotional intelligence. Regarding this, the purpose of this research was to study the effect of emotional intelligence training on aggression, stress, psychological well-being in elite athletes. the research was a quasi-experiment whose design included pre- and post-test with control group. The subjects of the experiment included 60 elite athletes from Alborz Province selected from 5 different sports via convenience sampling and they randomly assigned into a control and an experimental group. They were asked to complete Buss-Perry aggression questionnaires (1992), Cozen’s stress questionnaires (2006), and Ryff’s psychological well-being questionnares. Then members of the experimental group underwent a 16-session emotional intelligence training course. Finally, the subjects of both experimental and control group completed the questionnaires again. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used at the significance level of α<0.05. The results of the study showed that emotional intelligence training affects the three factors in question significantly. That is, the training course resulted in decrease in aggression and stress and increase in psychological well-being of the members of the experimental group. since the competitive nature of sports includes a diverse range of emotions, the way of controlling and regulating emotions in athletes through emotional intelligence training is of high importance and may have positive effect on psychological variables involved in emotions and improve the athletes’ performance.

The aim of this research was to investigate the effect of observing animated model, static images and combined model on motor learning of handstand balance skill. 45 subjects (mean age 8.03±1.7 yr) were randomly divided into three experimental groups: observation of animated model, static images, combined model. Subjects trained handstand balance skill for three weeks (three sessions per week). Pretest, acquisition test and retention test was performed for three groups. Subject's scores were obtained by calculating mean scores of three gymnastic referees based on specific norm of Gymnastics Federation. The results of two-way ANOVA with repeated measures showed significant effects of the three methods on motor learning of handstand balance skill (pv=0.001). Also, the results showed no significant difference between the combined model and animation model groups (pv=0.156). Finally, both combined model and animation model groups were better than static images group (pv=0.001). As a whole, results suggest that observation of animation is a useful modeling method of learning handstand balance skill in childhood. It is also suggested that static images be used along with the animations as a supplement.

P ersonality is one of the most fundamental concepts of psychology that is affected by various experiences. Having an acceptable character is an ideal view and a remarkable point for military forces. Therefore, the aim of this study was to investigate the effects of military training on personality traits of non-athlete students who enter the military environment.

This quasi-experimental study was carried out in 2011. The study subjects were 105 non-athlete male students who entered one of the Cadet Universities of Iran in the academic year of 2010-11 and were selected by simple random sampling. The data gathering tools were personal characteristics questionnaire and Bern Reuter Personality Inventory. Data were analyzed by Kolmogorov-Smirnov test and dependent T-test using SPSS 16 software.

Military training had a significant positive effect on four of the studied characteristics and increased self-confidence, dominancy, extroversion and the decrease of neurotic tendency (p=0.001). This happened while military training had a significant negative effect on sociability (p=0.002) and self-sufficiency (p=0.001) and caused increase in isolation and decrease in sociability.

Military training increases emotional balance, extroversion, self-confidence and dominancy in students, while it results in dissociability and isolation of students. Authorities should consider necessary arrangements during military training in order to wash out negative effects and enhance more positive effects of this period on students’ personality traits.