جستجوی مقالات مرتبط با کلیدواژه "computer game" در نشریات گروه "تربیت بدنی"

The purpose of this study was to investigate the effect of two methods of motor practice and computer games on motor skills in children with Down syndrome disorder. For this purpose, 30 students who were studying in exceptional schools in Mazandaran were selected with available sampling method. After homogenizing the scores in the pretest, participants were divided into three groups of 10 people including two experimental groups (motor practice and computer game groups) and one control group. Experimental groups participated in selective games for 8 weeks, three 45-minute sessions a week. The control group did not received any treatment and lived their daily life. At the end of the training interventions, a post-test was conducted. Bruininks Oseretsky test was selected to evaluate motor activity. Dependent t-test, Covariance analysis and Bonferroni post hoc test were used for data analysis at P0.5 level. The results showed that there is a significant difference between computer games and control groups as well as the training program and control group (P =0.013 and P= 0.001, respectively). However, there was no significant difference between the groups of computer games and the training program (P = 0.479). Therefore, it seems that despite some ideas that make computer games ineffective in improving motor development, its proper use is to improve the motor development of children with Down syndrome; also training program can also perform important role in improving their motor skills.

The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.

This study aimed at investigating the effect of sleep deprivation and retroactive interference on offline learning in tennis simulated game. Based on the questionnaires related to the variables under study, 50 female students of Semnan University (age range 19-25 years) were selected as the sample and divided into 5 groups: perfect sleep, sleep deprivation, perfect sleep and retroactive interference, sleep deprivation and retroactive intervention and training with rest interval less than 1 hour. A tennis simulated game (with rules and scoring similar to a real game) was performed to measure offline learning. One-way ANOVA and ANOVA with repeated measures were used for inferential statistics at a significance level (P≤0.05). The results showed that the differences in offline learning (Sig=0.001) and retention scores (Sig=0.001) were significant among the research groups. In those groups with sufficient rest intervals between each two sessions and full rest, the level of their performance was higher in the next day than the previous day. Opposite effects were observed with sleep deprivation and retroactive interference. Therefore, those who are learning a skill should pay attention to their daily activities and sleep patterns to prevent a disruption to skill learning and to take advantage of their practices.

The aim of this thesis is to study the effect of computer games and local games on the coordination of eye-hand in children aged 7-10. Therefore in this article is 60of the students primary schools in Bardaskan city that were selected randomly in 1388-1389. After answering the personal informational questions، participants divided into three groups of 20 people، two experimental groups and one control group. To evaluate primary harmony of eye-hand، the Marian Frastig pre-test was performed for all of them. The experimental group played elected games for 6 weeks، three sessions a week and for 45 minutes. A selected experimental group was playing the computer game and other experimental groups was playing local games. At the end of practice sessions، post-test was performed. These results show that computer games on harmony of eye-hand for children has a significant effect، and playing local games on harmony of eye-hand for children has not a significant effect، and there is significant difference between the harmony of eye-hand in research groups (computer games، local games، control). So in despite of some comments that computer games has bad effects on children، the correct use of that، has positive effects on the growth improvement of children.

The aim of this experiment was to study the effect of computer game on acquisition and retention of free throw basketball skills (accuracy and pattern) and compare this method with two patterning methods (skilled and learning). 50 high school students age range 15-17 years were selected as a research samples. Subjects after participating in the pretest were divided into 5 equal groups and each group practice separately for 2 weeks and 3 sessions per week (total of 6 sessions) their tasks. Acquisition test hold after the last training session and retention test was performed after 24 hours. Data analyzed using variance with repeated measurement. The significance level for all statistical methods was considered p<0/05 and used SPSS 17 for statistical calculations. The results showed that each group at post-test scores on both the accuracy and pattern of pre-test and the most advanced computer game plus exercise group significantly improved. According to the results, this study can state that the the simulation computer game improves learning of motor skills. This method is more effective than learning a skilled and patterning method.