MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE)
Year:2011 | Volume:2 | Issue:7|Papers Count:7

Physical self-concept was affected with various factors of socioeconomic status, body mass index and Physical activity. The purpose of this study was to test a model of the relationships among socioeconomic status, physical self-concept, physical activity and body mass index in adolescent girls. Students aged 8-18 years (M=12.89 y, SD=2.64) 11 district Tehran were selected with random multi cluster sampling and filled physical self-description and international physical activity questionnaires. The research method was correlation. A model was tested using path analyse and structural equation modeling with Amos software. Results of path analyse and structural equation modeling (SEM) indicated goodness of fit model and the socioeconomic status has a direct effect on physical self-concept related physical ability and also an indirect effect mediating of physical activity on physical self-concept related physical ability and appearance. Body mass index has direct effect on physical self-concept related physical ability and appearance. In sum, physical self-concept was traced with socioeconomic status, physical activity and body mass index. Therefore, in according to the model, for improving the physical self-concept levels are essential considerations of socioeconomic status, body mass index and physical activity factors.

The aim of this study was survey the influence and the comparison of various three types of observation based teaching on acquisition and retention of gymnastic handstand skill. The research method of the present study is semi-experimental. Novice male students (n= 51, age 18-24) were randomly chosen and divided into three groups: 1) actual model observation group, 2) animated model observation group, 3) combination of actual model observation and animated model group. In addition, verbal instruction simultaneous presented to subjects of each groups. Each group was practiced for 3 weeks and 3session was organized for per week. After each instructs session all the participants equally practiced the handstand skill for ten times. The acquisition test conducted after the last practice session and the retention test conducted 48 hr later. The results of analyze in a significant level was conducted. Results repeated measures design showed that each three instructional methods caused to improve in skill performance at the stages of acquisition and retention. Also, the results of one way ANOVA analysis showed significant difference between three groups in acquisition and retention stages and the third group was better than first and second groups significantly. However, there was no significant difference between performance of first and second groups. Therefore, it suggested that the sports coaches and teachers use from combination of actual model observation and animated model in which led to a better learning during instruction of motor skill.

The majority of contextual interference (CI) researches had examined the effects of variability of practice on outcome measures of performance and less frequently addressed on the development of movement pattern characteristics. The purpose of this study was to test three levels of CI on style (intra and inter-limb coordination) and performance outcomes of standing and jumping shoot in basketball. N=30 male students practiced for a total of 80 trials in 16 sessions following either a low (blocked), high (random) or moderate (alternating) C1. Blocked, random, and alternating retention tests were performed with 10 trials for each shoot. Despite of significant improvement in all groups, results of styles and outcomes showed better performance of low CI group, at least in first half of acquisition sessions (p<0.01). In random retention, percentage of successful shoots in high-level CI group was significantly better than low-level (p<0.01). For style and in random retention, it was revealed significant group differences conforming to the classic CI effect. In blocked retention, group differences were representative of contextual dependency; the group with blocked schedule practice demonstrated better coordination patterns than other two groups. In general, results suggest that CI can benefit the development of styles, and so the improvement of performance outcomes of motor skills.

The purpose of current study was to investigate the effect of cognitive behavioral intervention in reducing self handicapping and increasing self efficacy in female athletes. This study is a quasi-experimental with randomly placement of items in experimental and control groups of pretest, posttest and follow up. 28 female athlete from AL-Zahra university sporting teams, whose age ranged from 19 to 26, were selected using voluntarily sampling and were randomly assigned to experimental and control groups (14 experimental and 14 control). In order to evaluate self handicapping, the scale offered by Jones and Rodewalt (1982), and in order to evaluate self efficacy, the scale offered by Sherer et al. (1982) were used. The experimental group participated in an intensive workshop series held over 7 weeks. At the end of training, both experimental and control groups had a test again. Data were analyzed using t test and repeated measure. The results showed that the cognitive behavioral intervention caused significant reduction (p<0.01) in self handicapping and significant increase (p<0.01) in self efficacy. The results were persistent in one month later measurement for self efficacy but not for self handicapping. This study showed that using cognitive behavioral training intervention can be successfully applied for reducing self handicapping and increasing self efficacy in athletes.

Dominant climate in collegiate environments and social supports from friends and family are taken into account as important determinants of physical activity level. In this direction, the purpose of present study was allocated to determine gender differences in perceptions of environmental and social supports for participation in physical activities in college age students. To this aim, in an ex post facto study, 300 undergraduate students (162 girls and 138 boys aged 20.32±0.98 and 20.97±1.02 years, respectively) who were studying in the second semester of 20 10 at the Alzahra and Tehran universities, completed individual characteristics questionnaire, Perceived School Climate for Physical Activity Scale (Birnbaum et al., 200S), and Social Support for Physical Activity Scale (Grieser et al., 2008). Data were analyzed using Multivariate Analysis of Variance (MAN OVA) and follow up one-way ANOVA at the p<0.05. Results showed that gender has not significant effect on students' perceptions of professors’ environmental support (p>0.05). But about peers support, boy students had higher perceptions of their peers' environmental support (p<0.001). Findings of the study showed that there is no significant difference between girl and boy students’ perceptions of family social support (p>0.05). About social support provided from friends, results offered more benefits for boy students (p<0.05). This study discusses gender differences in the environmental and social supports to improve students' participation in physical activities.

Self-talk is one of the psychological interventions affects on the motor performance of individuals. In this study various strategies of instructional and motivational self-talk were examined on basketball passing and shooting performance. Seventy two undergraduate students (age mean: 20.09±1.12) were randomly selected as research samples among the 187 general physical education students (basketball) in the first semester 88-89 year. Firstly, undergraduate students performed test of speed and accuracy of passing and accuracy of shooting. The K-S test was examined normal distribution of data. Then participants were divided into two experimental (instructional self-talk [1ST] and motivational self-talk [MST)) groups and a control group, and they performed a period of 12 week training (once a week during 20 minutes). Each group used appropriate phrases related to instructional and motivational self-talk. No intervention was applied to the control group. The results of paired-t test to compare pre-test and post-test showed, the time of speed pass has reduced significantly in the all groups and the score of IST group in accuracy pass post-test as compared to it’s pre-test has been increased significantly (P<0.05). In addition, one-way ANOV A showed IST had better performance than the other groups significantly (P<0.05) in accuracy pass and shoot. But MST group performed speed passing faster than control group significantly (P<0.05). These results supported motivational self-talk as an effective instrument for speed skills acquisition and instructional self-talk as an effective tool for accuracy skills acquisition in novice.

The purpose of this study was to compare the participation motivations of female and male student athletes for physical activities and to reveal its relation with students’ athletic goal orientation. 106 female students and 105 male students with mean age of 21 years participated in this study. The participation motivation questionnaire (PMQ), (Gill et al, 1983), and task and ego orientation in sport questionnaire (TEOSQ) (Duda, & Nichols, 1995), were used to identify students’ reasons for taking part in physical activities and to evaluate their athletic goal orientations respectively. All the data were analyzed using Pearson Correlation coefficient and T-test at the significance level of p<0.05. The results showed that learning new skills or improving skills were the most important motivational factor of students’ participation in physical activities. The T-test revealed the differences between female and male students’ motivations for undertaking a sport and athletic goals orientation. The comparison of the two groups showed that the extrinsic motivation of publicity in girl athletes and the intrinsic motivation of correlation being with friends in boy athletes were significantly higher than that in the opposite sex. Also, significant correlation was observed between task- orientation and intrinsic motives and between ego orientation and extrinsic motives. Furthermore, girls’ task-orientation score was significantly higher than that of boys; however, no significant difference was observed between their ego- orientation subscales.