zahra stiri

The purpose of this study was to explain the structural relationships between sport self-efficacy and competitive anxiety of athletes regarding the mediating role of task-oriented and emotion-oriented coping strategies. Questionnaires of sport self-efficacy, coping strategies, and competitive anxiety were distributed among 200 volunteer athletes from different individual and team sports. In order to determine the relationships between variables, structural equation modeling and path analysis with PLS2 software were used. The findings showed that in addition to the significant relationship between self-efficacy and competitive anxiety in direct path, self-efficacy, indirectly and due to affecting on chosen coping strategies by athlete, causes moderating competitive anxiety. More accurate examination of the model suggests that the indirect pathway of sport self-efficacy to task-oriented strategies and to competitive anxiety with higher path coefficients and greater T- value is the stronger pathway to explain the mediating role of coping strategies in relation between sport self-efficacy and competitive anxiety.

 One of the most important factors affecting the optimal implementation of motor skills and reaching the peak of performance in sports and competitive environments is the use of psychological skills.

 The aim of the present study was to compare the psychological skills of Iranian elite swimmers based on competitive experience, gender, age and swimming distance.

For this purpose, 93 elite swimmers were selected as available subjects. The Amst 3 questionnaire was used to measure the psychological skills of swimmers and then the findings were analyzed using SPSS software.

The results of independent t-test and U-Man Whitney showed that there was no significant statistical difference between the psychological skills of Iranian elite swimmers based on competitive experience, age, gender and distance of swimming.

It seems that Iranian elite swimmers have learned psychological skills through natural learning, and this has made the level of psychological skills of Iranian elite swimmers about the same. Therefore, the need to use psychological interventions is important for elite Iranian swimmers.

Nowadays, one of the exercising methods which lead to improvement in performance and progress on motor skills is eye exercising. Hence, the present research aimed to analyze the effect of eye exercises with and without active movements on motor skills in children with amblyopia.

the current paper is a semi-experimental research with a pretest-posttest pattern. A group of 40 children aged 5-8 years with amblyopia were randomly assigned into three groups: eye exercises without active movements, eye exercises with active movements (ocular, ocular and manual, and displacement), and control. The groups were trained in 12 sessions of 30 minutes and the subjects of control group were engaged in their daily activities. The subjects participated in Lincoln Oseretsky's test before and after exercises.

One-way ANOVA and post-test post-hoc Tukey test showed that there was a significant  statistical difference between the experimental groups and the control group in the motor skills of children with amblyopia (P<0.05), yet there was no significant statistical difference between experimental groups (P>0.05).

In general, the results of this study showed that eye exercises with and without active movements can improve motor skills in children with amblyopia.

The aim of this study was to investigate the effect of trait anxiety and feedback on the learning of force control task. Forty eight participants were divided into four groups based on their scores in trait anxiety and the type of feedback given to them. They produced the criteria force during the acquisition phase. After 24 hours, the retention and transfer tests were performed. The results of acquisition phase showed that the effect of blocks was significant, but no significant difference was observed between the groups. The results of the retention and transfer tests indicated that giving feedback to successful trials in subjects with high anxiety and giving feedback to unsuccessful trials in subjects with low anxiety resulted in more learning. The findings of the present study showed that considering the learner's trait anxiety level at the time of providing feedback is necessary in order to gain more learning.

The purpose of this study was to compare the effect of night time sleep on the consolidation of fine motor skills in 19 to 25 year old students following a training session with and without neuromuscular facilitation through proprioceptive sensors.
In this study22 right-handed students (19-25 years old) with good sleep quality and no neuromuscular disease were randomly divided into the control and experimental (neuromuscular facilitation) groups. Participants of the experimental and control groups practiced one training session of dart throwing on the first day (54 attempts) and immediately participated in acquisition test (9 attempts). Afterwards, in the morning of second day, the retest (9 attempts) was performed. To evaluate the development of performance accuracy, the tests of acquisition and the retest were compared. To analyze the data, the analysis of variance for between-within subjects with a significant level of α=0.05 were used.
The results did not show a significant difference in accuracy performance before and after the night sleep (F=3.9, P=0.62) as well as between the two groups (F=0.13, P=0.71).
The results of this study show that night sleep with and without proprioceptive neuromuscular facilitation before fine motor skills training have no effect on the components of accuracy.