جستجوی مقالات مرتبط با کلیدواژه "secondary task" در نشریات گروه "تربیت بدنی"

Posture-cognition studies show that postural control is affected by cognitive task. Therefore, the effect of factors such as task difficulty is evaluated in dual-task paradigm but the impact of difficulty of cognitive and postural task on postural control remains inconclusive. The purpose of the present study was to examine the interaction effect of cognitive and postural tasks difficulty on postural control. Twenty healthy young volunteers (Mean age 22 ± 2.3 years) performed six random conditions while standing on a force platform. Conditions involved combinations of two level of postural task difficulty (standing on the floor and narrow base) and three level of cognitive task difficulty (without, easy and difficult cognitive tasks). Two way ANOVA (significant level p < 0.05) results demonstrated marked decrease in the standard deviation of the center of pressure in the anterior-posterior and medial-lateral directions for the difficult cognitive task condition in both postural task. (p < 0.05). Also, the easy cognitive task reduced the standard deviation of the center of pressure in the anterior-posterior direction in the narrow base standing condition (p < 0.05). According to the results of the present research, it seems that the difficult cognitive task requires a greater part of attention capacity; subsequently, attention is withdrawn from the postural task and automatic control regulates posture more efficiently through unconscious, fast, and reflexive processes. Also, postural control is simultaneously affected by the difficulty of postural and cognitive tasks. Therefore, in designing appropriate interventions, it seems necessary to pay attention to the interactive effects of posture and cognitive tasks.

The aim of this study was to determine the effect of secondary task relevant and non-relevant to the free throw basketball skill on the free throw accuracy of basketball skilled players in choking under pressure. Twenty right-handed female players (aged 18-30) each with at least three years of experience in basketball took part study after completing the Sport Competition Anxiety Test (SCAT), Annett Handedness Questionnaire (AHQ) and measuring their anthropometric characteristics. The study included two testing sessions with an interval of 2 days. In the first and second session (no-pressure and high pressure, respectively) participants warmed up and performed 10 free throws in three conditions: 1) free throw, 2) free throw with relevant secondary task, 3) free throw with non-relevant secondary task. Results showed that the secondary relevant and non-relevant tasks to free throw have effects on accuracy in no-pressure (P=0.012, P=0.001) and high pressure (P=0.001, P=0.018) conditions. Also, there was significant differences between relevant and non-relevant tasks effects on accuracy in high pressure situation (P=0.001).Overall, it may be used the secondary relevant and non-relevant tasks in choking under pressure situations for reduction of pressure imposed on athletes. Also, properly designed secondary tasks for free throw may be used to increase the accuracy of skilled participants under the pressure situations.

The self-talk is one of psychological interventions that can be effective on improving and success in the motor performance and sport performance. So, the aim of the present study was to investigation effectiveness the motivational self-talkon secondary task performance (discrimination reaction time). 30 subjects have participated of the 160 students studying at the undergraduate from faculty of physical education and sport science in University of Tehran. They were divided randomly into two control and experimental groups. The intervention was conducted in two sessions per day and each session lasted one minute. The first primary task for the intervention group was walking on the treadmill with a slow speed whereas secondary task (discrimination reaction time), was performed in 10 attempts. The process was performed for the second order in the same manner with the difference that the experimental group performed motivational self-talk 15 seconds before the secondary task performance.Control group was performed test without intervention.The result of paired samples t-test showed that motivational self-talk in experimental group leads to a significant decrement in discrimination reaction time (P=0.001). Also, the result of Mann-Whitney U showed that reaction time in the experimental group decrease than control group significantly (P=0.002).

Recently، researches on motor learning have illustrated that learning with effortless process supports learning under psychological stress. Also، contextual interference and practice specificity theories are among those theories which investigate desired practice conditions. The current study aimed at identifying cognitive effort and effortless process based on contextual interference and practice specificity theories. 30 participants were randomly divided into three groups of specificity، random and serial. After the pretest، groups practiced the throwing task for three days. After two transfer tests، subjects were asked to write down the verbal protocol with all details. The results of combined analysis of variance test (3*3) (group*day) revealed the effect of performance progress in practice days and one-way ANOVA tests revealed a significant difference between specificity and random groups during 1 and 2 transfer tests (P˂0. 017). It was concluded that specificity and random groups used effortless and implicit process; therefore، coaches and therapists are recommended to use these two methods to instruct motor skills.

The purpose of this investigation was to determine the effects of a secondary motor task during the acquisition of blocked versus random practice schedule of rifle shooting from the distances of 8,11,14 meters and the combination of these distances on 132 male students for 6 consecutive days. In this fully crossed factorial design (5 rifle shooting ×2 dart throwing), data were analyzed using SPSS:PC version 14. The results of analysis showed that dart throwing had no significant effect on the acquisition trial (P<0.05), but it had a significant effect on the retention trials (P = 0.001). These findings were interpreted as the validity of the elaborative hypothesis considered in the literature.