نشریه رشد و یادگیری حرکتی - ورزشی
پیاپی 45 (پاییز 1400)

Nowadays,universities are known as the main context of thinking and contemplation and students have an essential role in the development of the society.Therefore,factors affecting educational and researchperformance are of great importance.The aim of the present study was to investigate the effect of PETTLEP imagery on bilateral transfer of handball skill.The Sample included B.Sc students in physical education at the University ofTehran,24of which participated in thisresearch voluntarily.After taking part in the pretest, the participants were randomly divided into2groups of imagery with dominant hand and non-dominant hand.Then PETTLEP imagery was applied on both groups for12sessions.A posttest similar to the pretest was done after the last session.This was followed by aretention test after24hours and then a transfer test in the form of handball tripleshootafter30minutes.After ensuring the consistency of variances by Leven test and normality of the data by Shapiro-Wilk test,a multivariate analysis of variance(MANOVA)and an analysis of variance with repeated measures with asignificant level of α=.05 were used.The results showed that intervention of PETTLEP imagery hada significant effect on skill transfer through the entire process(P≥.05).Thus,PETTLEP imagery causes the occurrence of bilateral transfer.Therefore,PEETLEP mental imagery is recommended to be used for the improvement of people's skill when employing bilateral transfer.Therefore,PEETLEP mental imagery is recommended to be used for the improvement of people's skill when employing bilateral transfer.Therefore,PEETLEP mental imagery is recommended to be used for the improvement of people's skill when employing bilateral transfer.

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 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.

Finding the best teaching method is an issue that has attracted the attention of many researchers, researchers in behavioral sciences and sports today.. In order to discuss this, the aim of this study was to investigate the effect of TGFU, combination, and SE on individual and team creativity in comparison with the traditional method in futsal games. The statistical population of this study was all children aged 9-12 years in Ahvaz (M age= 10.74 and SD= 1.42). The interventions were designed for futsal skills, so four groups of Participants (20 people in each group) practiced SE, TGFU, combination and linear methods. The test of team and individual creativity was performed using film analysis. Exercises were presented for two months in 16 sessions, one and a half hours each. The results showed that for individual creativity in the post-test, differences between groups were not significant for inappropriate actions but significant for appropriate actions. Also for creative and original actions as well as team creativity TGFU, combination, SE and linear groups had the most progress, respectively. In all variables, the difference between TGFU and linear (p <0.05) and combination and linear (p <0.05) was significant. The results of this study showed the effectiveness of the TFGU and combined methods compared to the linear method, which can be used in schools and kindergartens..

The aim of the present study was to compare pain related cognitions and selective attention to painful stimuli in athletes with and without a history of skeletal muscle injury.The present study was an applied and quasi-experimental research.The population under study included 60 professional and semi-professional male athletes in different fields of sport, 30 of whom had a history of musculoskeletal injury who had been in the field for at least two months. Sports were far, far away. The sampling method was accessible and purposeful. The instruments used in this study were questionnaires of fear of movement, earache and pain anxiety. Selective attention to painful stimuli was measured using the spot exploration test designed and constructed for the present study. The data were analyzed using independent t-test.The results showed that there was a significant difference between two groups of athletes with and without a history of injury. Also in other cognitive indices, fear of movement, consciousness, and ear-to-ear pain and anxiety-related anxiety scores were higher than those without a history of injury. Athletes are subject to many injuries due to the nature of the exercise. It is important to pay attention to identify the important cognitive factors involved in the perception of post-traumatic pain and the existence of appropriate rehabilitation programs and therapies to improve the mental and post-traumatic mental involvement of athletes along with attention to physiological factors and physical recovery.

The aim of this study was to investigate the effect of local indigenous games on cognitive function, physical literacy, and academic achievement of children 8 to 12 years old. The participants were 60 male elementary school students with an average age of 10.32. The research was conducted in four phases, include Pre-test,, Training phase in local indigenous games and dynamic courtyard,, Posttest, and Follow-up. The local indigenous games training consisted of twelve traditional-indigenous games that relied highly on physical activity and interpersonal interactions skills. In addition, the control group performed dynamic courtyard training that included some predetermined activity in school. The descriptive statistics and statistical procedures of Mixed ANOVA 2*3 and Bonferroni post-hoc were utilized to analyze data. Results were indicated that the amount of cognitive function for the local indigenous games group was higher than the control group. In addition, the physical literacy of the local indigenous games group was increased more than the control group. Moreover, academic achievement points for the local indigenous games group and the control group in the pre-test to post-test were enhanced, but this increase was higher in the local indigenous games group. The results of this study, were suggested that local indigenous games as a better model compared to the dynamic courtyard model for improving cognitive function, physical literacy, and academic achievement among children 8 to 12 years old.