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Showing 3 results for Abedi

Seyyed Mohsen Asgari Nekah, Zohreh Abedi,
Volume 2, Issue 1 (6-2014)

The aim of present Study was The effectiveness of neurocognitive Executive Functions based Play Therapy on improv the ability Response Inhibition,planning-organization and working memory with attention deficit hyperactivity disorder(ADHD: This study was a quasi-experimental design with pre test and post test control group. The study population consisted of children ages 7-12 years old was diagnosed with ADHD in mashhad city, Through Convenience Sampling ,Twenty four student with this disorder in Taha boys' primary school(District 5 Khorasan Razavi) were identified Through introducing the consultants and the SNAP-IV scale and Were randomaly embedded into both control and experimental groups Based on even and odd list. . Both groups were evaluated in two pre and post-test stages With software version of the Tower of London and stroop and Instrumental version Wechsler digit span test. The experimental group participated as a group in 12 sessions of Executive Functions based Play Therapy. The data were analyzed With univariate covariance analysis(ANCOVA). The result showed Executive Functions based Play Therapy significantly decreased in the post test interference score, delay time), and test time) and total time and data span a significant increase in direct and revers.neurological Functions based Play Therapy is recommended be used as a Natural Approach and non-instrumental as an effective psychological intervention in Designing and Presentation treatment protocols of attention deficit/hyperactivity disorder.

Sepideh Fallahiyeh, Maryam Fatehizade, Ahmad Abedi, Mohamad Masoud Dayarian,
Volume 8, Issue 2 (10-2020)

It is very stressful to constantly struggle to meet the expectations of others or those of one’s self, and it affects performance. The purpose of this study was to determine the effect of intervention based on Dweck’s mind set on academic expectations stress among gifted and talented school students. This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population consisted of female students in the eighth grade of schools for gifted and talented students in Isfahan selected by a multi-stage random sampling method. Thirty students were selected by the Academic Expectations Stress Inventory (AESI) and were randomly assigned into a control group (n = 15) and an experimental group (n = 15). The experimental group received 8 sessions of 50 minutes as intervention. Data were analysed using MANCOVA in SPSS-23. There was a significant difference between experimental and control groups in terms of the expectations of self, expectations of others, and the total scale. According to the effectiveness of intervention based on Dweck’s mind set in the case of improving the academic expectations stress in gifted students, it could be suggested that this intervention would be useful for reducing stress among gifted students.

Mr Amir Mohammad Behrouz Abedini, Dr Mehdi Shahbazi, Dr Elaheh Arabameri, Dr Mehran Shahintab,
Volume 9, Issue 4 (volume9, Issue 4 2022)

The effectiveness of different educational methods in learning different types of motor skills has been considered. However, comparisons of these methods in regulated team sports games have been less studied. Therefore, the aim of the present study was to compare the three educational methods of imagery, observation, and execution of in-field pattern on the performance of regulated games in skilled basketball players.15 players working in the country's Super League and Premier League competitions participated in this study with available access. The players were divided into 3 teams of 5 players according to the position of the game and were subjected to one of three training conditions in each stage based on random classification; So that each team performed all three methods randomly in each stage. Each condition included 1 practice session and a written and practical test session (after 24 hours). The players observed each tactic 3 times in the observation conditions; In terms of imagery, 3 trials were made for each tactic, and the execution conditions included 3 slow execution of tactics inside the field. The results of mixed analysis of variance 3 (training method) in 2 (written and practical test) showed that the execution method compared to observation and imagery causes better performance in regulated games (P <0.05); Also in the written test, the observation method scored higher than the imagery (P <0.05). Therefore, it seems that the field execution method for teaching team tactics in skilled players, has a greater advantage than the observation and imagery method, but the mental imagery is also more effective in acquiring knowledge of team tactics than observation.

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