جستجوی مقالات مرتبط با کلیدواژه « مهارت پرتابی » در نشریات گروه « تربیت بدنی »

The aim of this causal-comparative research was to investigate the effects of lateral preference in the limbs-eye and task difficulties on propulsive skills in girls aged 10-11.

in this research with available sampling method, 100 girls from two sport clubs in Tehran were classified into 10 groups regarding to their preference patterns (4 groups of eye-hand patterns; 2 ipsilateral and 2 contralateral, 4 groups of eye-foot patterns; 2 ipsilateral and 2 contralateral, and 2 groups of pure and compound patterns of eye-hand-foot). Performance was measured using concentric circles test for the eye-hand pattern groups, doing 10 trials of hand throwing from both short (simple) and long distance (difficult). For groups of eye-foot pattern, MORE-CHRISTIAN foot preference test was used, performing 8 trials of shooting from both short (simple) and long distance (difficult). Ten trials of basketball free shots were performed for evaluating the performance of pure and compound patterns groups. Data were analyzed using 2-way ANOVA.

Results indicated no difference between children's performance with different preference pattern doing simple and difficult task in throwing skill.

It can be concluded that the throwing skills of girls aged 10-11 with different patterns of limbs and eye preference is not affected by their preference pattern in performing simple and even difficult task in throwing.

The use of mental effort in variable practice and errorless training is different, as the reason for the increase in learning skills increase the error in the variable practice, while the optimal result of the practice in the errorless practice is due to the reduction of mental effort in it. The aim of this study was investigating the effect of cognitive effort in variability of practice and implicit learning using both of these learning methods on a complex task and under equal conditions of a cognitive secondary task. For this reason, 72 students were divided to six groups with 12 persons per each group of errorless-variable, errorful-variable, errorless-constant, errorful-constant, control-constant, control-variable. All groups in pre-test, three practice days, acquisition, retention and secondary transfer tests. Participants of errorful-variable group practiced in distances of 3.5, 3.25, 3, 2.75, 2.5 meters respectively, errorless-variable group practiced in the same and conversely distances, while errorless-constant, errorful-constant and control-constant only practiced in 2.5, 3.5 and 3 meters, respectively and control-variable practiced randomly all the distances. For analyzing of throwing accuracy, mixed Variance analysis (3*3) (group*day) in acquisition stage and (3*4) (group*test) in test stage were used with significant level of 0.05. In retention test, there were significant differences between errorless-variable and errorful-variable (P=0.001), errorful-constant (P=0.002) and control-constant (P=0.006). In transfer test, there were significant differences between errorless-variable and errorful-variable (P=0.001), errorful-constant (P=0.0001) and control-constant (P=0.002). Finally, it was concluded that errorless and control-variable practice methods can be suggested to trainers, Therapist for teaching of motor skills.

The purpose of this study is to make a comparison of Influence of feedback after successful unsuccessful attempts on learning the skills needed for shot put on shoulder about the retarded boys in Ahwaz city.

The statistical data includes the retarded boys with 9-12 years old, that 45 persons of this study were chosen by a available method. After process of pretest, they were placed randomly into three groups. To make analysis of data in process of pretest, the method of one way variance and in process of attainment, analyzing of multiplex variance via measurement on factor of blocks to determine the differences between intergroup and within- the -group is used.

The results show, there is no much difference between the participants of all three groups in pretest (p=0.35). also result in the acquisition and retention of a significant difference between the three groups (P

The aim of this study was to investigate the effect of two methods of gradual increasing contextual interference on acquisition, retention, and transfer of throwing skill accuracy in primary school students.

among 162 first grade students of an elementary school in Shiraz city, 30 students were randomly selected. After pre-test, the participants were randomly organized in two groups of gradual increasing of the intersession contextual interference (n=15) and gradual increasing of the percentage contextual interference (n=15). After there sessions of throwing training and recording the scores, the participants were participated in transfer and retention test. In all tests was( P ≤ 0 /05).

The results of repeated measure analysis of throwing accuracy in acquisition sessions and also one- way ANOVA of transfer test showed no significant difference between two groups. The results of the retention test showed significant difference between the two groups, in which the gradual increasing of the intersession contextual interference group had better performance.

According to the findings of this study, it can be concluded that the gradual increasing of the intersession contextual interference method may enhance the throwing accuracy permanently compared to gradual increasing of the percentage contextual interference in first grade of elementary school students, and we suggest this method to teachers to use in classes in order to better performance of students.

Feedback is one of the most important variables that affects the performance of motor learning and the way of implementing skills and has an important role in motor control and motor skill acquisition. This study aimed at evaluating the acquisition and retention of new skills in children with autism in augmented feedbacks with various frequencies. Study method was semi-experimental and study design was pretest–posttest. The retention test was carried out with three feedback groups (0%, 50% and 100%). The study population consisted of 6-8-year-old male children with autism in Ahvaz city. 21 subjects were selected through available and purposive sampling method as the sample of the study and were randomly divided into three groups. The subject's task was to throw a tennis ball over their shoulders towards a target drawn on the ground. In the acquisition phase, subjects threw 60 tennis balls. Group 0% did not receive any feedback, group 50% received feedback in half of their efforts and group 100% received feedback in all their efforts. 24 hours after the acquisition phase, retention test was performed in 10 trials. After checking the data normality and variance equality, data were analyzed by analysis of variance with repeated measures, ANOVA and Tukey post hoc test. The results showed a significant difference in the acquisition and retention stages among the three groups (P=0.001). Group 100% outperformed both in the acquisition and retention phases. It is generally suggested that in the skill learning process, children with autism benefit from augmented feedback with high frequency.