نشریه رفتار حرکتی
پیاپی 52 (تابستان 1402)

The purpose of this study was to determine the effect of attention networks training on gaze behavior and accuracy of performing the forehand table tennis skill. The present study was semi- experimental with pre-test and post-test design with a control group. Forty-two students of Shahid Beheshti University (18-23 years) participated in this study voluntarily and were randomly divided in three groups including alerting, orienting, executive control and one control groups. Before and after eight sessions, the participants had been tested for accuracy, and their gaze behavior was recorded using the eye tracking system to determine the duration, number and location of fixation. Data were analyzed by repeated measure mixed ANOVA 3(test)*4(group) at a significance level of 0.05. The results showed that the presented instructions improved the accuracy of individuals' performance in the retention test compared to the pre-test, but there was no significant difference between immediate and delayed retention. The results related to the stabilization period to find the target also showed that there was a significant difference between the orientation and executive control groups in delayed retention that the orientation group showed a longer stabilization period. Also all exercise groups had more fixation in immediate and delayed retention than pre-test. Therefore, it can be said that in this study, the practice of attention networks improved the performance accuracy of beginners in the task of forehand table tennis and to some extent was able to improve the pattern of gaze behavior of this people.

The aim of this study was to compare the relationship among peripheral vision, simple reaction time, and choice reaction time in expert and novice drivers. Fifteen certified drivers and 15 novice drivers participated in the present study voluntarily. Peripheral vision, simple reaction time and choice reaction time of drivers were measured by Vienna Testing System. One-way analysis of variance, Pearson correlation test and linear regression tests were used to analyze the data. The results showed that there was a significant difference in peripheral vision, simple reaction time, and choice reaction time between experts and novices; in which experts in these abilities were better than novices. The peripheral vision of expert drivers was correlated with simple and choice reaction time in correct performances. Examination of the slope of the regression line also showed that peripheral vision can predict simple and choice reaction time in expert drivers. Therefore, it is recommended to use these tests to evaluate peripheral vision abilities, simple and choice reaction time of expert drivers to select national team athletes, and even for driving tests to select suitable drivers.

Lead (Pb) is a toxic metal that causes clinical disorders in the nervous system. This study was conducted with the aim of evaluating the effect of intermittent exercise and curcumin dietary supplement on cognitive, motor and oxidation indices caused by lead nitrate. In this way, 30 male mice of the Balb C breed (25 ± 5 g) were randomly divided into five groups: negative control (healthy), positive control (lead nitrate), curcumin supplement, High intensity interval training (HIIT) and group High intensity interval training (HIIT) with curcumin. were; High intensity interval training protocol (five sessions per week) was performed for six weeks. After the last training session, the cognitive and motor performance of the animals was evaluated with the Y-maze behavioral test, and 24 hours later, the oxidation indices (SOD, CAT, MDA) and the level of lead in the brain tissue were evaluated. Statistical analysis was done by GraphPad Prism software. The findings showed that after exposure to lead, the motor activity in the positive control group (lead nitrate) decreased compared to the negative control group (healthy) (P=0.01) and the curcumin group (0.01), cognitive performance in All the experimental groups had an increase compared to the lead nitrate group. Taking curcumin along with HIIT decreased the lead level compared to the positive control group (P=0.03). Taking curcumin along with HIIT increased the amount of CAT and SOD in the brain. It was found that the combination of curcumin and HIIT reduce the neurotoxicity caused by lead the inhibition of oxidative stress.

A proper educational approach with a solid theoretical foundation is essential for learning sports skills. This study aimed to determine the effect of a differential education approach external and internal attention instructions on indoor football shoot learning and transfer. The present study was conducted with a quasi-experimental strategy, sequential design, and available sampling. The number of samples in the present study was 24, randomly divided into three groups. First, all participants were pre-tested using the indoor football shoot test. Then, according to the relevant instructions, individuals randomly performed their exercises in each group for 12 weeks, two sessions per week and 20 minutes per session. After 12 weeks, the immediate retention test was taken immediately after the exercises. The delayed retention and transfer were taken one week after the end of the exercise using the shooting skill test. A one-way ANOVA test was used to analyze the data in SPSS software version 23 with a significance level of 0.05. There was a significant difference between differential training methods with external attention instruction, differential training with internal attention instruction and differential without instruction with attention methods on motor learning and transfer in indoor football shooting skills. This study showed the effectiveness of the differential learning approach with external attention instructions on retention and transfer of indoor football shoot skills. Research results can be used in order to design exercises for learning motor skills better and more effectively.

The purpose of the present study was to investigate whether giving the option to choose the order of practice devices using a self-control approach during golf practicum increases learning and motivational mechanisms and information processing or not. This semi-experimental research was conducted with a pre-test-post-test design and delayed retention, 24 beginner students were available and randomly placed in choice groups (n= 12) or yoked groups (n= 12). In the pre-test phase, the participants took the golf putting test. Following the pre-test, the choice group chose the order of the practice devices, while the yoked group used the devices in the order of the choice group. The amount of learning and motivational mechanisms and information processing in the pre-test and acquisition phases were measured on the first day and then one day later with a delayed retention test. The repeated measure analysis test showed that self-control has a significant effect on golf putting skills and motivational mechanisms. However, no significant effect was found on information processing and the level of engagement of learners in the task. According to the self-control of motor learning, a small choice such as the order of the practices to the performers during practice can lead to an increase in learning golf putting along with motivational mechanisms during skill execution. However, such conditions in the self-control approach have an effect on engagement and information processing in the tests. Not related to the task.

The aim of this study was to investigate the relationship between motor skills (fine and gross) with academic performance (reading and math) by considering the mediating role of cognitive ability (processing speed and working memory). The sample consisted of 200 children (50% girls) aged six and seven years from Tehran who participated in this study in the available academic year of 2017-2018. Fine and gross motor skills were assessed using the Bronnix-Ozeretsky-II test, academic achievement was assessed using the Wechsler Individual Success Test, and cognitive ability was assessed using the Wechsler Intelligence Scale. The results showed a positive relationship between all components of motor skills, cognitive ability and academic achievement (P <0.05). Structural equation modeling analysis also revealed that processing speed and working memory improve academic performance by being influenced by fine and gross motor skills. Therefore, processing speed and working memory play a mediating role in this regard. The results of this study show that in the early years of school and in preschool age, attention to motor skills can play a significant role in improving academic performance. Hence the importance of improving motor skills becomes more apparent.

This study aimed to formulate and evaluate the effectiveness of a selected exercise program structured, unstructured and semi-structured on motor development of children aged 4 to 7 years. This research was quasi-experimental in terms of purpose and applied results. The design of this study was a pre-test-post-test design with three experimental groups. The participants of the study were purposefully selected from among the kindergartens in Tehran, in which 60 people were purposefully selected and after obtaining the consent of their parents through the consent form, they were randomly divided into three groups: structured, unstructured and semi-structured. Selected movement programs with the structure: standing, , skipping in groups, carrying the ball, hitting the ball, Carrying balloons, keeping balance and which was done according to the instructor's training. Selected unstructured movement programs: tools and equipment were provided to the child and he chose the game according to the individual's choice. Selected semi-structured movement programs were used, one session with structure and one session as desired. A gross motor development test (edit 3) is a process-based test set that is used to measure a child's gross motor skills. To analyze the data, combined analysis of variance and Bonferroni post hoc test was used. In the end, the results showed that the semi-structured group performed better in the post-test than the unstructured group. But between the two groups of unstructured and structured as well as semi-structured and structured, no significant difference was observed in the large motor development variable in the post-test.