فهرست مطالب nazli ilchizadeh

The purpose of this study was to examine the similarity and/or differences of underlying mechanisms of physical and mental practice. For this purpose 60 person were participated in this study which randomly divided into three physical practice, physical practice and mental part practice, and physical practice and whole mental practice groups. The goal task in this study was a gymnastic routine. It was argued that if physical practice and mental practice have similar underlying mechanisms then mental part practice should be more effective for learning this task than whole mental practice. According to the grouping, participants practiced the task for two days (40 trials each). 72 hours later retention test was performed. Results showed that the mental part practice was more effective for learning this task than mental whole practice and performance of this group was lower than pure physical practice group. These results showed the similarity of underlying mechanisms of physical and mental practice.

The present study aimed to investigate the effect of native-local games on the female students’ social and psychological development aspects. This study was quasi-experimental with pre-test and post-test design and the control group. Two classes consisting of thirty-five students, aged 12-14 years, were selected via the purposive sampling method and then divided into two experimental (n = 18) and control (n = 17) groups. The native games team did their activities for 12 weeks, one and a half hour per a week. During this period, the control group subjects performed the usual school activities. Data were analyzed using the Mann-Whitney U test and Wilcoxon test. The results showed that in social development and most of its subscales, the native-local games group had a significant improvement over the usual school activities group. However, at the mental health scale, only in terms of the subscale of physical symptoms, there was a significant difference between the two groups. It can be concluded that native-local games can be an easy and indigenous way of improving some aspects of social development and sub-scales of mental health in students