MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE)
Year:2012 | Volume:3 | Issue:9|Papers Count:7

The purpose of the present study was to examine the effects of Bandwidth Modeling on learning a simple timing task. Twenty eight right handed subjects (14 males, 14 females, aged 19-20) voluntarily participated in the study and were assigned randomly to two groups of bandwidth and yoked. The task was pressing the keys number 2, 6, 8 and 4 on a sequential timing apparatus while keeping certain absolute timing. People in the bandwidth group received the model whenever their performance went out from predetermined bandwidth around the goal movement time (a 10 percent bandwidth), while subjects in the other group were yoked with bandwidth group. The experiment consisted of acquisition, retention and transfer phases and absolute timing error was used as dependent variable. The results of retention and transfer tests showed that bandwidth group had less errors than yoked group. The findings of present experiment were in accordance with anticipations of Challenge Point Theory, and showed that bandwidth modeling is an appropriate technique for adjusting learning condition with learner’s needs. Also advantages of bandwidth method that in past just had been confirmed in KR presentation scheduling domain, nicely generalized to observational learning domain.

The aim of this study was to determine the effect of different levels of cognitive load on the learning of coincident anticipation timing task in implicit and explicit learning conditions. 50 volunteers were selected and randomly assigned to five groups. The explicit learning group received information about repetitive sequences in the middle section. The group of implicit learning without secondary task performed task without knowledge about repetitive sequences. The other three groups (implicit learning with secondary task) simultaneously performed a secondary task with different levels of difficulty. In the acquisition phase, each block consisted of 18 trials in which the first six trials and the last six trials randomly presented but the middle trials had a particular sequence. Subjects firstly performed pre-test and after that practiced 3 days (each day 15 blocks and each block 18 trials) in the acquisition phase. Then, they participated in the retention, transfer and interview tests. Data was analyzed by mixed ANOV A with repeated measures and post-hoc of tukey test. Results showed that there were significant differences between middle repetitive section and at least on of the random sections in all groups except the fifth group (implicit learning with difficult secondary task). Also, there were significant differences in the records of acquisition, retention and transfer tests with pre-test in all groups, but the differences among the groups (except fifth) were not significant. Therefore, although in the implicit groups subjects didn’t aware of repetitive sequence, they learned equally with the explicit group. It can be concluded that in complex motor tasks, implicit learning is as effective as explicit learning in the performance of the subjects.

The purpose of this study was to investigate the effect of attentional focus instruction on kinematic and accuracy of dart during learning of the skill in novices. Twenty female students from physical education school of Alzahra University, who did not have any experience in dart, were voluntarily engaged in the study. Subjects were assigned into two matched groups of external and internal attentional focus according to pretest scores. Each group practiced in 6 blocks of 10 trials with different instruction (focus on dart and its path for external group, and focus on movement of the hand and follow through in internal group). Retention test, consisted of 2 blocks of 10 trials, was performed 48 hours following aquisition. Kinematic data were collected by video recording of the motion and analyzing the images by Sharif Motion Analysis system. Radial error and bivariate variable error were used as a measure of performance outcome. Movement of the right shoulder, elbow and wrist in the pretest, the last block of acquisition, and the second block of retention were used as a measure of performance production. The results of two way ANOV A indicated no significant differences between groups in radial error and bivariate variable error but the effect of practice in both group were significant (P<0.05). In spite of the changes in kinematic data during aqusition, effects of focus on kinematics were only significant in wrist dorsiflextion (P<0.05). For better understanding of the idea, further research is needed.

The current research is to compare effects of self-control feedback and error estimation on acquisition and retention of balance task in children and adults. In this research a number of 96 students (48 children of 8 to 12 and 48 adults of 18 to 22) were collected and then randomly classified into 16 groups regarding age, sex, program of feedback and error estimation. The task was to keep balance for 30 seconds on estabiliometer. Acquisition stage was 4 sessions include 40 attempt were done in each session. Subjects received the feedback and estimate error related their groups. The subject’s performances were tested at the end 4th, 8th sessions. Retention test tested after 72 hours practice less period. The data were analyzed by variant (Repeated ANOV A). The results show that the main effect of feedback type was meaningful and the time of balance retention of self control group in acquisition exam was significantly better than coupled group, but the main effect of sex, self control and error estimation was not meaningful. In retention stage, the main effect of feedback type and sex was meaningful, and the time of balance in retention exam of men were significantly better than women, but the main effect of age level and error estimation was not meaningful (p<%5). Therefore according to results of this research, we conclude that the self-control exercise method, especially self-control feedback is effective in acquisition and retention skills in children and adults. The error estimation in self control group also has a better application in acquisition process.

The aim of this study was to standardize gross and fine movements and determine its validity and reliability for 3-6 year old children in Ahvaz. This study was a kind descriptive- Survey conducted on l044 boys and girls aged 3 to 6 years old selected through cluster- stratified sampling from kindergarten and gyms. The instrument of the study was Denver Developmental Screening Test. Statistics methods of this study included descriptive statistics for computing frequency, percentile rank for setting standardization table and inferential statistics of Analysis of Variance. Reliability was calculated on the basis of the scores of 59 participants with a time interval of 7-10 days. The percentage of agreement was 0.98 to determine the validity coefficient of test, the between group difference were calculated by ANOV A according to that gross and fine movement were significant at the level of 0.001. a norm table was provided for gross and fine movement of 3-6 year old children in Ahvaz Based on the results of this study. The results demonstrated that the Denver Developmental Screening Test has a high reliability and validity and result showed that children of Ahvaz had slower development rate than children of Denver population.

Physicians believe that physical readiness is a proper ground for obtaining desirable mental conditions. On this basis the aim of this research has been compare general health of middle-aged inactive and active women in Hamadan city. 240 women with average age of 33 years were randomly selected. 120 women (active group) in 10 sports club did aerobic exercise and the other 120 (inactive group) were housekeepers women who did not participate in the organized exercise. To determine the rate of being active, the scale of (ml / kg / min) based on Duke method was used to estimate energy costs. For measuring women’s general health GHQ-28 questionnaire was used. U.MANWHITNEY test showed that those participating in health club (aerobic) activity had 16% higher cost of energy consumption than inactive women had (p=0.023). The mean health score was 13.25 for active women and 24.84 for inactive ones and has shown the better situation of general health in active women’s in comparison with inactive women. (p=0.001). Amount of physical complaints, anxiety, depression and social dysfunction rate as subsets of general health varied significantly for active and inactive women (p<0.05). The implementation of regular Sub maximal aerobic physical activity is considered as a relatively efficient way to relatively control stress and reduce neural tensions of active people. Reducing the stress is obviously associated with people’s performance in everyday life. However- the appropriate duration’ intensity and frequency of daily aerobic exercise are major variables in prescribing any exercise program given that they affect the changes in stress level components. It is concluded that regular physical activity with intensity equivalent to 83% of maximum heart rate’ as a suitable therapeutic approach, deserves attention in improving middle-aged women’s general health.

The purpose of this study was to investigate the status of talent identification process and collection of badminton related indexes in Iran. Two different activities but in a same way were done for conducting this project. In the first section, 145 person contains of: officials (n=33), coaches (n=30) and athletes (n=91) of badminton, were survey by 3 special questionnaires to know present and optimal status of talent identification and most important aspects of biometric, motor capabilities, psychological capacity and skill indexes too. In the second section, related indexes have studied in a field study by conducting different tests in 3 group of: elites (n=13) non elites (n=8) and semi- skilled (n=17) athletes. Results of the first section showed no any pattern for talent identification in Iran from the point of views of officials, coaches and athletes (P>0.05). Another result showed that the best age of beginning to learn is 10 to 12 and the best somatotype is ecto-mesomorph and ministry of education should do a critical role in this process (P<0.05). But in the second section, the common results between survey and field study showed that; the circumstance of calf and endurance of cardiovascular and concentration is a significant predictor (P<0.05). In the skill indexes, there was no harmony between the results (P>0.05).