فهرست مطالب ehsan zarian

The rapid and limitless outbreak of the coronavirus in 2019 caused athletes to quarantine in their homes, resulting in stress and anxiety and the experience of negative symptoms, such as sleep disorder. The present study aims to investigate the effect of 8 weeks of yoga exercise on athletes’ anxiety and sleep quality during the pandemic.

Twenty-four athletes with an average age of 18 to 25 years were selected and classified into two experimental and control groups. Before and after the intervention, Beck’s anxiety inventory and Pittsburgh’s sleep quality inventory were used to collect data. The experimental group training protocol consisted of 24 Hatha yoga exercise sessions (60 minutes, three times a week). Due to the coronavirus epidemic, online training was conducted by an experienced yoga coach. The statistical method of covariance analysis was used to investigate the difference between the pre-test and post-test.

Data analysis showed that in the experimental group, the anxiety mean scores in the pre-test decreased in the post-test, and the quality of sleep scores improved after yoga sessions. Also, a significant difference was observed between the experimental and control groups regarding anxiety (P<0.05) and sleep quality (P<0.05).

According to the results, yoga exercises are an effective way to reduce anxiety and improve athletes, sleep quality, and athletes can benefit from yoga exercises along with their specialized exercises to control their negative emotions, reduce mental symptoms, and enjoy relaxation. Not only athletes but all people in the community can incorporate yoga and meditation exercises into their lifestyles to control their negative emotions.

Dyad training is one of the new practicing methods which has received growing attention due to its increasing practice efficiency in skills.

The present study aims to investigate the impact of skill level matching in cooperative dyadic interaction on learning forehand table tennis skills in adolescent girls.

Participants were selected based on convenience sampling from among 24 junior high school girls in Nahavand city, and were randomly divided into two groups of Novice-Novice and Novice-Expert. Both groups performed six sessions of participatory dyad training with their respective arrangement (novice- novice, novice- expert), each session consisting of 20 sets of 3-minute with a 1-minute rest time between the sets. Using table tennis forehand shot accuracy test, the motor performance was measured in the pre-test, post-test, retention and transfer stages (merely forehand performance with increasing throwing speed of ball launcher machine).

The results revealed that both Novice-Novice and Novice-Expert groups displayed significant progress learning of table tennis forehand skills. Moreover, the Novice-Expert performed better in the post-test, retention and transfer stages in comparison to the Novice-Novice group.

As a result, Novice-Expert arrangement facilitates learning table tennis forehand skill more than Novice-Novice arrangement during participatory dyad training.

This study investigated the effect of aerobic rhythmic exercises with and without music on emotional intelligence (EI) and motor proficiency (MP).

Participants were 45 boys (Mage = 11.8 ±1.34) who volunteered for the study while attending summer programs. EI was accessed with the Schutte Self-Report Emotional Intelligence Scale, and MP was evaluated by the Bruininks-Oseretsky Test for Motor Proficiency– 2. Participants were randomly divided into three groups: control (G1), aerobic exercise with (G2), and without music (G3). Experimental groups trained completed an eight-week program, three sessions per week, while the control group performed their normal activity. Analysis of covariance was used to compare post-testing outcomes among the groups.

Changes in EI in G2 group were significantly higher compared to the G1 group (P=0.01), but there were no significant differences between G1 and G3 (P=0.19) and between G2 and G3 (P=0.21). In MP G2 was better than G1 (P=0.00), and G3 (P=0.02), and also G3 was better than G1 (P=0.00).

The results of this study show that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs.