MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE)
Year:2010 | Volume:2 | Issue:5|Papers Count:7

The purpose of this study was to determine the validity and reliability of the Movement Imagery questionnaire Revised. In the first and second stage, 761 people filled in the questionnaire in order to determine the compute detection and compute confirmatory factor analysis. The last stage 200 people filled it twice, with a two-week time. The measurement device was Hall & Martin' s Movement Imagery questionnaire Revised Questionnaire (1998) with 8 questions and 2 subscales. For determining compute detection factor analysis, compute confirmatory analysis, and internal reliability and time reliability, the researcher respectively used main factor analysis, structural equation model, Cronbach alpha and Pearson correlation.Findings showed that MIQ-R has a suitable structural reliability with variance percentage in these 2 factors: Motor (40.77), Visual (23.99). The results also showed that the questionnaire's internal reliability (0.73) and time reliability (0.77) and its subscales are acceptable. Hence, it can be concluded that the Persian versions of MIQ-R has the suitable reliability and validity and can be used as an acceptable device for studying the purposes, Imagery ability and other functional purposes for athletes and researchers in educational, sports and research environments.

The purpose of the present study was to determine the effect of self-modeling (Feed-forward, positive self-review, self-observation) and physical practice on learning long badminton service. 84 right handed female participants (mean age 24±2.5 years) with no prior experiences on the task were randomly assigned to seven experimental group. All subjects were participated in pretest then were received interventions for two days per week over a period of three weeks and performed 10 badminton long services in retention and transfer test after one week. The data were analyzed with one way analysis of variance (ANOVA) and Duncan post hoc test. The results showed that there was a significant difference in retention test among groups performance in performance quality and quantity (P<0.05). The result of Duncan post hoc test showed that Feed-forward combined with practice, positive self-review combined with practice and self-observation combined with practice groups in performance quality and feed-forward combined with practice and positive self-review combined with practice groups significantly improved in performance quantity and feed-forward combined with practice groups' performance was better than other groups.Also in transfer test, there was significant difference between groups' performance (P<0.05). The result of Duncan post hoc test showed that Feed forward combined with practice group's performance quality was better than other groups significantly. However, in transfer test there was no significant difference in performance quantity of experimental groups.

The purpose of present study was to determine the effect of various practice arrangements on acquisition, retention and transfer of coincidence timing task.36 participants were choose voluntary and filled equality by simple randomize into 3 groups (12 people for each group) and performed coincidence timing tasks with Bassin anticipation timing. After pre-test, in acquisition phase, participant performed 90 trials under three conditions (blocked, serial or random). Assessments of retention of learning were made in situations of blocked and random condition and transfer test. Analysis was conducted on absolute temporal error. Data were analyzed by statistical methods: ANOVA, repeated measure and Bonferroni tests at the significant level of p: S£0.05. In acquisition, blocked group had significantly lower absolute errors in comparison with serial (p=0/031) and random (p=0/0001) groups. In retention test under random condition, random group had lower absolute errors blocked group (p=0/0003). Nevertheless no significant differences shown in retention under blocked condition. In transfer, also, the random group had significantly lower errors than blocked group (p=0.011).Results of the present study supported the Sekiya et al Hypothesis.

The present study aimed at investigating changes in archery learning by neurofeedback training in novice archers. The sample was composed of 45 non-athletes, right handed, women, between 19-24 years, undergraduate university students who volunteered to participate in the study. Subjects were randomly assigned to three groups: group 1 received real neurofeedback; group2 received sham neurofeedback and group 3 as a control group (without receiving neurofeedback). 45 participants took part in all experiment session. Before starting the experiment, all subjects participated in a pre-assessment session after two archery training sessions.The post-assessment session was similar to pre-assessment. All subjects participated in three sessions per week consisting archery training which lasted for two months. Thorough these sessions, group 1 received neurofeedback training based on their brainwave activities and group 2 participated in neurofeedback training in which providing feedbacks weren't based on their brainwave activities, control group just participated in archery training. Each neurofeedback session lasted for thirty minutes. One-way ANCOVA showed significant differences between real neurofeedback group and other groups (control and sham neurofeedback group) (a<0.05). The finding suggests that neurofeedback training improve archery records in the beginner archers.

The aim of this study is investigation of the relationship between fear of success (FOS) and achievement motivation among successful and unsuccessful athletes in Azarbaijan -Gharbi Province. The subjects of study were 200 athletes, divided into two groups of men and women: 100 successful athletes, successful in gaining medals in interior and international official competitions and 100 unsuccessful athletes, unsuccessful in gaining medals. Instruments of the study were Gill and Deter's sport (1998) orientation scale (SOQ) and Zukerman's fear of success questionnaire (FOSS, 1976). For analyzing data, Pearsoon Correlation and t-test (a=.05) were used. The results showed that there is a significant relationship between FOS and achievement motivation in both of the successful (p=0.001, r=-0.57) and unsuccessful athlets (P=0.001, r=-0.52). Also it was found that in the case of achievement motivation (P=0.001, t=20.13) and FOS (P=0.001, t=15.02) there is a significance difference between the two groups. No significant difference was found between male and female athletes for FOS (P=0.883, t=0.147). Generally, regular physical activity together with decreased fear of success, leads to higher achievement improvement.

The purpose of this study was to examine the role of self-control Knowledge of Results in observational learning domain. For this purpose, two groups of self-control and yoked have been compared in learning relative & absolute timing of a sequential timing task. A dyad-alternate training protocol was used for aqusition phase in order to optimizing the training condition. 32 subjects (16 males, 16 females) were selected voluntarily and were divided in two groups of self-control and yoked. The task was moving in predetermined way on a sequential timing apparatus including pressing the keys number of 2, 6, 8 and 4 in system with certain relative and absolute timing. In each of dyads (included one subject from self-control and one subject from yoked group) self-control subjects differed from yoked ones only in control of KR presentation scheduling. This control was limited to observational trials and for the 3 trials of each 6 trials block. The experiment had three phases of aqusition, retention, and transfer. The results of ANOVA with repeated measures in aqusition stage showed that despite of decreasing the relative & absolute timing errors of self-control and yoked groups during the acquisition phase (P<0.05), there is no significant difference between the changes of two groups in this stage (P>0.05). The results of retention and transfer tests showed that the self-control group didn't have any significant difference from yoked group in all dependent variables (P>0.05). The Results of this research showed that in order to investigate the role of self-control KR in observational learning domain, except that the training condition, it must be considered the other factors like: task type and subject characteristics.

This study was done to answer, whether regular increased of contextual interference is more effective than blocked either random practice schedule for learning of passes in basketball. N=30 undergraduate novice boys randomly assigned in three groups. The groups differed in practice schedule of three different basketball related passes. The blocked group practiced 10 trails from each pass repeatedly. The random group executed 30 trails per session with random selection from three types of passes. In the first session, the increasing group practiced one of the passes nine blocked trials and the last pass was selected randomly. The practice schedule of this group was changed in this condition that with increasing the acquisition sessions (nine sessions), one pass was reduced from blocked passes and one pass added to random passes (10% per session). The results indicate that regular increasing vs. random practice schedule induced better performance in delay retention and transfer tests (p<0.01). In general, it was suggested that for facilitating learning of several motor skills, the practice schedule of sessions shall be started from low interference and continue toward high interference.