نشریه رفتار حرکتی
پیاپی 39 (بهار 1399)

This study aims to draw a comparison of Visual skills and Decision-Making accuracy between expert and novice Basketball referees. 38 male referees took part in the research and were divided into two groups of experts and novices (Each group consisting of 19 people). Participants took part in a video test and their decision-making accuracy was registered through a clip test. In another part of this research peripheral vision skill, vergence, speed of eye saccadic movement and facility of accommodation in both groups were evaluated. In order to analyze data, Independent t-test and multivariate logistic regression used. Results showed that there is a significant difference between the two groups in their decision-making accuracy, facility of accommodation and speed of eye saccadic movement but there is no significant difference in their vergence and peripheral vision skill. And also results of multivariate logistic regression analysis with stepwise method showed that speed of eye saccadic movement and facility of accommodation were significant variables for research criteria (decision making skill) respectively. Expert referees may be able to extract more relevant decision-making information from the same visual field as compared to the novice referees that will help to make more accurate decisions. Speed of eye saccadic movement and facility of accommodation had important role in extracting information from visual field.

The aim of present study Esfahan was to examine the effect of practice with Ebbinghaus' illusion on targeting skill performance in field dependence and field independence individuals. The Group Embedded Figure Test was distributed among 300 male students with the average age of 13.86±1.08. On the basis of the test results 60 people were divided into four groups (n=15) field independence on large target perception, field dependence on small target perception, field dependence on large target perception, field independence on small target perception groups. A pre-test was conducted to ensure that there were no differences between the groups at pre intervention time; the participants practiced marble shooting, (3×50 trials) in three sessions based on their groups. After 24 and 72 hours from the last practice session, retention and a transfer test was taken respectively. For analyzing data, two-way ANOVA and Tukey test were used. The results showed a significant difference between the main effect cognitive style on retention test and between the main effects cognitive style, visual error and the interaction effect (visual error×cognitive style) in the transfer test (P<0.05). Findings showed a significant difference between the field dependent group with the larger perceived target and the other groups (P<0.05). This study suggests that practicing with a larger perceived target for individuals who are field dependence, has a negative effect and, practicing with a smaller perceived target is an advantage for them.

The purpose of this study was to investigate the effects of selectedperceptual motor exercises on motor proficiency of children with learning disorder. Based on this study, 24 boys (79 years old) with learning disorder in Mashhad were selected and randomly assigned to experimental and control groups. The experimental group was subjected to selectedperceptual motor exercises for 20 sessions of 30 minutes, which was repeated 5 days per week. During this period, the control group performed its routine activities. Changes in the motor proficiency were measured using with the Burininks Oseretsky test before and after the intervention. Repeated measures analysis of variance. showed that selectedperceptual motor exercises improved the balance, power, response speed, vision motor control, upper limb coordination, speed agility of the upper limb, bilateral coordination and sprint agility of children in the experimental group, relative to the control group (P <0.05).

The purpose of this study was to investigate the effectiveness of environmental education on intelligence, motor skill and social skill of children: a function of dynamic systems Theory. The sample of this study included all children and boys aged 4-5 years old in Tehran. 111children were selected by sampling method and were selected based on inclusion criteria. Data were gathered using Personal Information Questionnaire, Home Improvement for Motor Development Questionnaire (AHEMD), Matsun's Social Skills Questionnaire, Raven's Intelligence Questionnaire, and Short-form Brinx-Oseretsky Motor Cycle Test. Liner regression was used to assess the effectiveness of providing each of the expedient, intelligence and social skills. The results showed that 19% of variance in motor skills, 12% of social skills and 39% of children's IQ variances were explained by providing (p=0/001). These results show that having an environment with a high degree of delivery, expediting, intelligence and social skills of children is increased.

Aging is associated with the visual degeneration, loss of posture, that leads to the decreased muscle strength, balance, and cognitive activity, therefore, resulted in decreased physical activity. The purpose of the present study was to compare the impact of two types of motor-motor and motor-cognitive dual task training on balance and working memory among elderly women in Tehran. The participants were 45 elderly women (mean age 67.71 years; SD: 5.49) that were randomly assigned as the motor-cognitive, motor-motor and control groups. This study including of three stages of pre-test, training in two dual task ways motor-motor and motor-cognitive and post-test. Motor-motor dual-task training includes resistance training along with a motor training simultaneously, such as moving the ball up and down, throwing the bag, holding the bag. Motor-Cognitive dual-task training also includes resistance training along with a cognitive training simultaneously, such as revers the number counting, performing mathematical calculations, the reversing the spelling of particular names. To analyze the data, descriptive statistics, statistical methods of mixed analysis of variance (ANOVA) 2 × 3 and Bonferroni post hoc test were used. The results showed that the working memory score for the motor-cognitive training group is higher than the motor-motor (P= 0.005) and control (P = 0.002) groups. In addition, results showed a higher score of Berg scales of balance for motor-cognitive and motor-motor groups in the post-test compared to pre-test (P = 0.01). However, this increase is the highest in the motor-cognitive group. In general, the results of the research suggest that motor-cognitive dual task training promote balance and improve working memory as a result of enhancing neural functions that outperforms motor-motor or pure motor training model in function.

Based on ecological dynamic theory and its nonlinear approach, a learner should be encouraged to explore various movement solutions to determine the most suitable for them. The purpose of this study was to determine the effectiveness of a Nonlinear Pedagogy approach in the learning of low badminton backhand serve. A total of fourteen subjects were divided randomly into two groups. The Linear approach based on a traditional viewpoint and the Nonlinear Pedagogy approach based on the ecological dynamics theory were planned and conducted. Performance accuracy scores, movement criterion scores and kinematic data were measured. The findings showed that although the accuracy of the performance and the movement criterion between the two groups were insignificant, the nonlinear group showed more clusters in both the post-test and the retention, which indicates the presence of degeneracy. The results of this study indicate that although the nonlinear pedagogy approach is effective in achieving the results of the task and creating different movement patterns that are suitable to the characteristics of the learners, the emergence of specific patterns depend on factors such as the nature of the task, as well as the purpose and motivation of the learner. Therefore, the precise design of the affordances can provide better results that are more appropriate for the learner and the task.

The aim of the current study is to compare three exergame training and treadmill walking methods on physical functions associated with fall in older adults. Sixty older adults (aged 6070) from Shiraz participated in this study. We included only those individuals who reported never having played video games and/or never had a history of falling. They gave their informed consent according to the principles outlined by the Ethics Committee of Faculty of Sport Sciences and Physical Education. The participants were not compensated for their participation. They were assigned into four homogeneous groups (single exergame (N=15), multiplayer exergame (N=15), cognitive exergame (N=15) and treadmill walking (N=1.5). After the pretest, they participated in the study for 12 sessions (4weeks, 3 sessions per week). After the last session, the post test was taken. Multivariate analysis of covariance (MANCOVA) were used to analyze the data. Results showed the participants’ balance and lower limb strength improved after these 12 sessions )P<0.05). A significant difference was not found in balance between groups in post tests )P< 0.05). The multiplayer exergame group gained better scores in balance. Also, in lower limb strength, this difference wasn’t significant. The single exergame group did better in the chair stand test. The findings indicate that sedentary older adults can benefit from stepping exergame trainings in order to reduce fall risk.

Focus of attention instructions and verbal feedbacks that coaches provide to athletes during practice, and how these instructions and feedbacks affect athletes’ focus of attention during competition has rarely been investigated. The aim of this study was to investigate the abovementioned issue in the combat sport of judo using adolescents who were invited to national judo team camp. Twenty-five adolescents participated in this study. Participants were asked to complete a questionnaire about their coaches’ attentional instructions and verbal feedback during practice, and the judo players reported their focus of attention during competition. The questionnaire was adopted from the previous studies, and included multi-choice and open-ended questions. The majority of participants reported that during practice, their coaches provided equal internal and external focus of attention instructions, and equal knowledge of performance (KP) and knowledge of results (KR) feedback. Further, our results indicated that during most phases of competition the most prevalent theme that participants focused on was “winning and strategy.” However, in the execution phase of skill performance, the most prevalent theme was what was categorized as “clear mind” It seems that during the execution phase, adolescent national-level judo players do not adopt any focus or at least are unaware of their thoughts explicitly.