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

The purpose of present research was to study of motivational factors affecting on use of social networking by physical education students. The research method is descriptive correlational type and population of present study consisted of all physical education students in the Golestan province, which 384 students were selected as sample size by cluster sampling method. For collecting research data, Barker et al (2013) using of social networks questionnaire, and Gonzalez Sanmamed et al (2017) motivational factors in using social networks questionnaire were used. Validity of the questionnaires was verified by 8 masters of sport management and internal consistency of questionnaires by using Cronbach's alpha was determined respectively 0.84 and 0.81. Descriptive and inferential statistics methods were used for data analysis. In this regard, SPSS and PLS software were used. The results of study showed that time spent, recreation and entertainment, social interaction and educational usages were four motivational factors affecting the use of social networks by physical education students. The effect of two motivational factors of knowledge sharing and learning on the use of social networks by physical education students was not significant. According to the increasing number of social networks and their usage among students, proper planning for using these networks to achieve educational goals at universities is recommended.

In recent studies of physical education teaching and learning, cognitive and metacognitive functions have been studied in addition to physical factors. However, the complexity of teaching methods and individual differences has created significant challenges for experts in teaching motor and cognitive skills. The purpose of the research was to compare the effectiveness of linear and non-linear training on metacognitive knowledge and learning soccer dribbling skills of children. The current research was semi-experimental with two experimental groups and three measurement times. The statistical population was 9-11-year-old male students of Andimshek city, and 72 children were selected as a sample using the available purposeful sampling method, and they were randomly divided into two groups of 36 people, linear pedagogy with an average age of 10.34±0.81 and non-linear pedagogy with an average age of 10.08±0.73. Yeagley dribble skills test and Metacognitive Behavior Questionnaire of Papaiano et al (2012) were used to measure the measurements. Data were analyzed by Anova with repeated measure and Independent t test. The intra-group results showed that both linear and non-linear training groups improved soccer skills, declrative knowledge, procedural, conditionals and metacognitive knowledge in general (P≤0.05). The intergroup results showed that the effectiveness of non-linear training was higher than linear training (P≤0.05). Interventions based on non-linear pedagogy compared to linear pedagogy cause more improvement and effectiveness in children's metacognitive knowledge and soccer dribbling skills. Therefore, teachers and trainers are suggested to improve children's motor and metacognitive skills use pedagogy based on non-linear principles instead of using traditional usage pedagogy.

The timing of mental imagery can have a significant impact on performance improvement. The aim of the current study was to investigate the effect of the timing of internal and external mental imagery on the learning of the learning simple volleyball service skill.

to achieve the goals of the research, 60 beginner volleyball students aged 16 to 18 were selected from the accessible population, and they voluntarily participated in this study. Participants were divided into two groups of 30 individuals each based on their pre-test scores, considering two factors: imagery and its timing. Each group consisted of three subgroups of 10 participants, including Group 1, which practiced mental imagery (before, during, and after performance), and Group 2, which practiced external imagery (before, during, and after performance). The acquisition phase of the research involved five training sessions, where participants performed three sets of 10 attempts of the criterion task in each session according to the respective program. After 48 hours from the post-test, participants underwent a retention test.

The results showed that the dimension of imagery (internal - external) and the timing of imagery (before, during, and after performance) did not have a significant impact on the acquisition and retention of volleyball service.

According to the research findings, it is recommended to physical education coaches and teachers that, instead of focusing solely on the timing of internal and external mental imagery, they should concentrate on other variables such as physical repetitions or effective training games.

The purpose of this research is the effect of the integrated teaching method on the course of experimental science and physical fitness components,with an applied approach to the quasi-experimental method.The pre-test-post-test plan was used in 2 traditional and integrated groups in 24-week training. The statistical population was the total fifth grade female students of Mashhad district 2schools (2235 people),of which 58 people were selected as a purposeful sample available and divided into 2 homogenous groups of 29 people based on the Stewart IQ test.The subjects of the traditional group were taught physical education and experimental sciences separately, and the subjects of the integrated group were taught motor activities in combination with the learning of experimental sciences.Data were analyzed using ANOVA.In the results of the covariance analysis, in the consolidation, the difference in the average scores of flexibility with an effect of 7% and reaction speed with an effect of 33% was significant in the comparison of 2 groups;However, in the comparison of 2 groups, no significant difference was observed between the average record of cardiovascular endurance and muscular endurance.Also, in the comparison of 2 groups, there was a significant difference between the average learning scores of the experimental science course,which showed the effect value of 57%.Therefore, the implementation of integrated physical education by creating enthusiasm and motivation in the class will lead to better learning of experimental science lessons and in the long run,it will improve the health of the target society and make students interested in various sports fields.

The aim of the present study was to investigate the effect of linear and non-linear training on learning badminton long serve skills in 9-12-year-old boys with Down Syndrome. The present study was applied, semi-experimental and pre-test, post-test with control group. 45 boys from 9 to 12 years old with Down Syndrome in Tabriz Welfare Center were selected and after homogenization based on the pre-test scores randomly in three groups of linear training (15 people), non-linear training (15 people) and control group ( 15 people) were placed. The acquisition phase consisted of 12 weeks and 2 sessions per week and each session lasted for 60 minutes. The task of the test was badminton long serve. After the end of the acquisition phase, the post-test and 48 hours later the memory test was performed. So that there is a significant difference between the measured steps in linear and non-linear training methods. It was also found that there is a significant difference between the different experimental groups in the post-test and memorization stages, so that the subjects of the linear and non-linear training groups performed better than the control group. In the explanation of the current research, it can be stated that in most motor learning studies, especially those conducted in young people, researchers believe that interventions and training have a significant effect on growth, learning and motor performance, and therefore the type of intervention is necessary.

Study the effect of feedback-seeking behavior on job creativity with the mediating role of job thriving in employees of sports and youth departments in Golestan province was main purpose of this research. This research is applied and is in the category of correlational research. All employees of sports and youth departments of Golestan province (228 people) were the statistical population of this research, and the whole population was selected as a sample. The research tools included standard questionnaires of Feedback-Seeking Behavior (Moss et al., 2003), Job Thriving (Purath et al., 2012) and Job creativity (Zhou and George, 2001). Face and content validity were used to check the validity of the questionnaires. The reliability of the questionnaires was checked by Cronbach's alpha and the values of 0.79, 0.82 and 0.81 were calculated for the variables of feedback-seeking behavior, job thriving and job creativity, respectively.The collected data were analyzed using descriptive (mean and standard deviation) and inferential (structural equation modeling) statistics. The results showed a positive and significant effect of feedback seeking behavior on employees' job thriving (β=0.793, t=22.582). The results also showed that feedback seeking behavior has a positive and significant effect on employees' job creativity (β=0.321, t=4.196). Findings showed a positive and significant effect of job thriving on job creativity of employees of sports and youth departments (β=0.476, t=6.207). Finally, the results showed that the effect of feedback seeking behavior on job creativity of employees of sports and youth departments with a mediating role of job thriving is positive and significant (β=0.403, t=5.963). Based on the results, it can be concluded that employees' feedback seeking behavior can have positive consequences such as job thriving and job creativity for them.

The present study was conducted to investigate the moderating effect of personality type on badminton skill learning in the random and blocked methods.

This study was a quasi-experimental study with a four-group post-test-pre-test design. The statistical population was the students of Tabriz University who used Friedman and Rosenman questionnaires to select individuals with personality types A and B, and each personality type was divided into two groups with blocked and random training. The acquisition test was conducted in ten sessions, and in each session three packages of twenty trials were administered, as well as a retention and transfer test 48 hours after acquisition. Data were analysed by repeated measures analysis of variance.

The blocked method had a significant advantage over the random method in the acquisition of the learning material and the personality type of the learners did not play a role. There was no significant difference in retention performance between the 4 groups (P=0/021). In the transfer phase, random training was statistically superior to the other groups in both the personality type A group and the personality type B group (P=0/0001).

It appears that personality type does not play a significant moderating role in random training and blocked training, and that blocked training in the acquisition phase and random training in the transfer phase also take precedence.

Sports activities can protect the brain and improve its function. However, the lack of time is one of the primary reasons for not participating in the recommended amount of sports activities. Therefore, the present study aimed to investigate the effects of sprint interval training (SIT) on hippocampal nerve growth factor (NGF) levels, learning, and spatial memory in adult male rats. 

For this, 16 male Wistar rats were divided into two equal groups (control and SIT). The SIT protocol consisted of eight weeks of running on the treadmill (three sessions per week, 4-9 repetitions of 10 seconds sprints, and 1 min rest between repetitions). At the end of the eighth week, the rats’ cognitive performance was evaluated using the shuttle box and Y-maze avoidance tests. Finally, rats were anesthetized and the hippocampus was removed and NGF levels were measured.

The findings showed that in the SIT group, the hippocampal NGF levels were significantly higher than the control group (p=0.001). Moreover, rats in the SIT group had better performance in the shuttle box and Y-maze avoidance tests than the control group, but the difference between groups was not statistically significant (p>0.05).

Based on the findings of the present study, it seems that SIT (with 10 seconds repetitions) can increase the hippocampal NGF levels, though, to improve our knowledge about its effect on cognitive performance, more studies are needed

The main purpose of this research was to determine the relationship between spiritual leadership with job proactive behavior of physical education experts of education departments with the mediating role of psychological safety.

The present study is a descriptive correlational that was conducted in the field and its statistical population included all physical education experts of the Iran's education departments (1141 people) that 288 experts were selected as a statistical sample. Three standard questionnaires of Fry et al (2005) Spiritual Leadership, Edmondson & Lee (2014) Psychological Safety and of Parker et al (2008) Job Proactive Behavior were used to collect research data. The research data were analyzed in two parts of descriptive and inferential.

The results showed a positive and significant relationship between spiritual leadership and psychological safety. Also, a positive and significant relationship was observed between spiritual leadership and job proactive behavior of physical education experts. Another part of the research results showed that there is a positive and significant relationship between psychological safety and job proactive behavior of experts. Finally, the results showed that the relationship between spiritual leadership and job proactive behavior of physical education experts with the mediating role of psychological safety is positive and significant.

According to the research results, it can be concluded that using spiritual leadership by managers can increase the perception of psychological safety and job proactive behavior in physical education experts in education departments.

Aging is an important risk factor for cognitive functions. On the other hand, exercise improves brain health and improves cognitive functions. However, the mechanisms of these benefits have not yet been fully elucidated. Therefore, the present study was conducted with the aim of investigating the effect of four weeks of intermittent aerobic exercise with moderate intensity on cognitive function and the expression level of PGC1α and VEGF genes in the hippocampus of old rats. For this purpose, 20-month-old male Wistar rats were divided into 2 exercise training groups (number = 8 heads) and control (number = 8 heads). The animals of the sports group performed intermittent aerobic training with moderate intensity for 4 weeks, 5 days a week. In order to investigate learning and spatial memory, the animals were subjected to the Morris water maze test 48 hours after the last training session. Then, the animals were killed and the hippocampal tissue was extracted. Real time-PCR method was used to measure gene expression. Statistical analysis was done using independent t-test and Pearson's correlation coefficient at a significant level of P£0.05. The results showed that aerobic exercise improved learning performance (P ≥ 0.05) and spatial memory (P ≥ 0.001) and the expression level of PGC1α (P ≥ 0.01) and VEGF (P ≥ 0.001) Increasing. Also, a significant positive correlation between PGC1α gene expression and VEGF gene expression in the hippocampus was observed (p≥0.001, r=0.894). In addition, there was a significant inverse relationship between VEGF gene expression and the average time spent to find the platform (p≥0.05, r=-0.578), and there was a significant positive relationship with the time spent in the quadrant of the target circle (p≥0.01, r=0.713). In general, aerobic exercise improves learning performance and spatial memory in old animals; It seems that exercise-induced upregulation of the PGC1α/VEGF signaling pathway in the brain is at least partially involved in this adaptation.

Alzheimer's disease is the most common age-related disease. ) is. Neurotrophic factors are widely expressed in the brain, but are significantly reduced in the brains of Alzheimer's patients. Therefore, the aim of this study was to evaluate exercise in the function of neurotrophins, psychological disorders and reduction of risk factors for Alzheimer's disease.

For this purpose, in all databases, especially Web of Science, Pubmed, Google scholar, SID.IR, Mageiran, with the keywords Exercise training, Memory, Alzhimer risk factors, etc., a search was performed without year limit. The articles were then categorized based on exercise activity on memory and learning as well as risk factors for Alzheimer's disease.

Among the studies, studies on the effect of exercise on risk factors, neurotrophins, memory and learning were reviewed. Their results showed that exercise depending on the type and intensity with the improvement of neurotrophins, increasing the total antioxidant capacity leads to improved cognitive function in Alzheimer's disease.

It seems that long-term and regular exercise has a beneficial effect on neurotrophin mechanisms, improving antioxidant capacity, memory and learning in Alzheimer's disease; However, these effects depend on the intensity and length of the training period, and the mechanism of exercise on oxidative stress in brain tissue is not yet well understood.

The aim of this study was to investigate the employment of working memory in participatory dyad training on learning forehand table tennis skills of adolescent girls. Participants were selected convenience sampling form from 24 junior high school girls in Nahavand city and were randomly divided into two groups of low and high cognitive load. Both groups performed five sessions of participatory dyad training with their respective level of cognitive involvement that each session consisted of 20 sets of 3-minute with a 1-minute rest time between sets. The performance of table tennis forehand was measured in the pre-test, post-test, retention and transfer stages. The results showed that both low and high cognitive groups showed significant progress from pre-test to transfer; Also, the high cognitive group performed better in the post-test, retention and transfer stages than the low cognitive group. Therefore, high cognitive load during the participatory dyad training facilitates learning forehand table tennis skills.

This study describes the impact of virtual training on the physical education courses during the covid-19 pandemic using the applied descriptive-survey method. All first-grade high school students in Rasht have been investigated as a statistical population, including 534 students, while a researcher-made questionnaire of 5-point Likert scale has been utilized as the data collection tool. To determine the reliability, Cronbach's alpha correlation coefficient was calculated 0.96, and to confirm the face and content validity, the questionnaire was provided to a group of experts. Various parameters such as the ten-dimensions feedback, educational content, interaction, infrastructure and technology, support, assessment, evaluation, individual characteristics of the learner, management, educational services, and satisfaction have been identified using exploratory factor analysis. Data analysis has been performed by applying multiple tests, including Kolmogorov Smirnov, binomial, Man-Whitney U, and Friedman. The results showed that virtual training of physical education courses offers a higher quality of training compared to the standard level. A significant difference was observed in the dimensions ranks of e-training quality of this course. The highest-ranking score was for the assessment and evaluation dimensions, while the interaction was the lowest rated. A remarkable difference also was found in the viewpoints of male and female students in the dimensions of assessment and evaluation, feedback, management, and interaction. Pointing to the study’s findings and the continuation of the covid-19 pandemic, providing required facilities and appropriate conditions is highly recommended to ensure all students can take advantage of this method of education. Therefore, designing a suitable curriculum according to the students' characteristics and requirements while well-matched with their learning speed is the first step toward enabling high-quality virtual training. Moreover, the reasonable design of exams based on students' conditions and facilities is critically important and should not be overlooked.

Brain-based learning is the knowledge of the rules and regulations of the brain to create meaningful learning and organize training based on them. The aim of this study was to investigate the effect of brain-based educational application on learning and memorization of experimental science course for second grade elementary students in the 98-99 academic year. The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all the second-grade male students of in Qom province and the participants including 30 people who were selected as the available sample were randomly divided into two groups of 15 people. The tools of this study included a researcher-made brain-based application and a researcher-made learning test. The validity of this test was confirmed by the instructors and experts in the field of education and also its reliability was reported to be 0.78 using the Koder Richardson 20 method. Students in the experimental group were influenced by brain-based application-based education for 10 sessions. In order to inferentially analyze the data, repeated measures analysis of variance was used. The findings showed that brain-based educational application has a significant effect on learning and retention.(p<0.05). Therefore, the use of educational application designed based on the principles of brain-based learning has a significant effect on learning and retention the experimental science course of second grade elementary students. According to the research results, it is suggested that the principles of brain-based learning be used in instructional application to enhance learing and retention.

The purpose of the present research work was to study the effect of the managers’ coaching skill on the physical education teachers’ feedback-seeking behavior with the mediating role of emotional trust. This research work was a survey, and 243 physical education teachers in the Golestan province answered the three questionnaires of coaching skills, emotional trust, and feedback seeking behavior. The results obtained indicated that the managers’ coaching skill had a positive and significant effect on the emotional trust and feedback-seeking behavior. The results obtained showed that the effect of emotional trust on the feedback-seeking behavior was positive and significant. The effect of the managers’ coaching skill on the feedback-seeking behavior with the mediator role of emotional trust was not confirmed.

The aim of this study was to investigate The effect of skill level matching in cooperative dyadic interaction on learning of forehand table tennis skills in adolescent girls. Participants were selected convenience sampling form from 24 junior high school girls in Nahavand city and were randomly divided into two groups of Novice-Novice and Novice-Expert. Both groups performed five sessions of participatory dyad training with their respective arrangement (novice- novice, novice- expert) that each session consisted of 20 sets of 3-minute with a 1-minute rest time between 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 thrower). The results showed that both Novice-Novice and Novice-Expert groups showed significant progress learning of forehand table tennis skills; Also, the Novice-Expert performed better in the post-test, retention and transfer stages than the Novice-Novice group. Therefore, Novice-Expert arrangement than Novice-Novice during participatory dyad training facilitates learning forehand table tennis skill.It revealed that novice-expert arrangement is more efficient in comparison to novice-novice arrangement as the former enjoys the benefits of using the optimal observational pattern (seeing a expert person), and offeres various challenges and strategies for the novice partner as a result of exercising with an expert partner. To conclude, novice-expert dyad practice promotes the speed of learning among table tennis learners.

The purpose of this study was to investigate the effect of visual illusion on the learning of throwing skills in autism children. The research method was semi-experimental with repeated design and retention test. The statistical sample of this study was 33 children of 10 years old who were selected available and were divided into three groups randomly: larger circle perceptions, smaller circle perceptions and control group. The tool used in this study was the Ebbinghaus illusion displayed on the ground and the beanbags for throwing from down to shoulder to goal. At first, the participants performed ten trials at the pre-test phase. Then, in the acquisition phase, 20 blocks completed 10 trials. 48 hours after the last session of the acquisition, a retention test was performed in 10 trials of the participant. To analyze the data, mixed analysis of variance analysis with repeated measures, one way analysis of variance and Tukey's follow-up were used. The results of this study showed that there was a significant difference between the groups both in the acquisition phase and in the retention phase between the groups, which this difference was in favor of the larger circle's perception group. Overall, the results of this study showed that a simple perceptual manipulation can increase motor learning in children with autism. Therefore, it is suggested to educators and sports practitioners to use this variable to improve their performance and improve their training sessions.

The goal of this research is to investigate the effect of instructional self-talk with self-control feedback on the learning of soccer shoot.

60 non-athlete male aged 10 to 12 years were voluntarily selected. After performing pre-test of soccer shoot, the participants were assigned in 5 instructional self-talk, self-control feedback, self-talk with self-control feedback, self-talk with paired self-control feedback and control groups. The acquisition phase was six sessions, in which the participants completed four blocks of six trials in each session. After the last acquisition session, post-test and after 48 hours, retention test was performed. Also, during the shoots, movement patterns were recorded using video camera. For data analyses, ANOVA and Tukey and Dunnet's C were used at a significant level of .05.

The results of the present study for pattern showed that instructional self-talk group and the instructional self-talk with self-control feedback group had significantly better performance than self-control feedback, instructional self-talk with paired feedback and control group in the acquisition and retention tests, but in the result variable, differences among groups were not significant.

self-control feedback alone or in interaction with instructional self-talk can be useful for increasing the level of motor skills.

The aim of this study was desiginig performance evaluation managers model based on the Balanced Scorecard in the Islamic Republic of Iran Kurash and Judo Federation.Research method has been descriptive-survey one,which is conducted through field study.Statistical universe were members and experts of Judo and Kurash Federation.The research statistical sample has been selected purposive.A researcher made questionnaire has been applied to data collection,which its formal validity was confirmed by experts(n=12).As well as, its reliability was calculated by using Cronbach’s Alpha(0.96).In this study,structural equation modeling and PLS software have been used to data analyze and model fitness.Performance appraisal model of the Kurash and Judo Federation,in4factors contain10dimensions and39indices,so that the factor of growth and learning has3dimensions and17indices,customer and sport consequences has3dimensions and7indices, its internal processes includes3dimensions and11indices, and fiscal factor contain a dimension and4indices;which the Factor loadings of internal processes,customer and sport consequences, growth and learning and fiscal factors respectively were0.93,0.92,0.88 and0.84. Moreover, according to the correlation between latent variables,the highest correlation is between fiscal factor and internal processes that is0.89, and then, is between the internal process and customer and sport consequences that is0.88.According to the research results,paying special attention to4studied context and their confirmed dimensions and indices is recommended to performance appraisal of organization.Also,however it paid attention to finnacial matters of organization, it is caused to increse internal processes in performance indices of iran Kurash and Judo Fedration and indices of dimasion internal procssesis caused to make progress in performance indices in dimensions of customer and sport results