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The
purpose of present research was to answer to this question that how attentional
instructions and increasing frequency of movement impress on relative phase
stability in coordination bimanual movements? Participants (N=14) practiced in
phase and anti phase under internal and external attention and increasing
frequency. In acquisition phase apply external v. internal attention and after
each trial KP were given to subjects. On delayed retention test no render
specific instruction. The results revealed that no difference between internal
and external attention about affect on phase stability on in phase and anti
phase patterns. Also increase frequency of movement lead to higher variability
in anti phase and higher stability on in phase.

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The purpose of the present study was to study the effect of attentional focus instructions on motor skills that requiring near to maximum force production, such as shot put skill. In this experiment, twenty eight right- handed girl students with little shot put experience were selected voluntarily. They divided to two groups (internal and external focus) based on their shot put scores in pre- test (consists of 3 trial). They were asked to shot put using O׳brien technique. Experiment performed in three sessions and each session consists of three trials. Instructions referred specifically either to body movement (internal focus) or to shot (external focus). In this study, mixed ANOVA 2(group) ´ 3(session) with repeated measures on last factor is used for analyzing data. The results of this experiment showed that distance of shot put was greater in external focus group rather than internal focus group. Also interaction between attentional focus and practice session was significant (P< 0/001). In conclusion, external focus resulted in producing greater force relative to internal focus. These findings indicate that previously shown benefits of an external attentional focus generalize to motor skills requiring maximal force production.

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The aim of this study is to determine the effect of perceived coach leadership behavior on motivational climate and athlete satisfaction of women taking part in basketball super league of Iran. Statistical population of this study was included from all super leagues’ female basketball players. Sample society was equal to all 174 athletes of statistical society and the method of research was descriptive. The personal information questionnaire (demography), leadership sport scale (LSS), motivational climate questionnaire (PMCSQ), and athlete satisfaction questionnaire (ASQ) were used to measure the variables. The results showed that among coaches’ leadership behavior autocratic behavior (ß=0/76) and performance climate social support (ß= 0/24) and education and training behavior and mastery climate have linear relationship and even predict it. Coaches’ leadership behavior and athlete satisfaction have significant linear relationship (p<0/01), also education and training behavior (ß=0/93) and positive feedback (ß=0/75) have linear relationship with athlete satisfaction and even predict it.
As a whole, it is obvious that coaches’ leadership behavior is an important factor in motivational climate and athlete satisfaction so the coaches by using the appropriate leadership behavior can effect on motivational climate and athlete satisfaction to achieve success and desirable outcomes.

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The aim of this study was examining the effect of knowledge of results presentation (after successful and unsuccessful trials), on learning and error detection capability in force-produce task. Sixty under graduated students (range age 21.6±4), participated in this study and in order to KR presentation, divided in three groups. One of the groups received KR after successful trials, the other groups after unsuccessful trials. The control groups did not receive any KR. All the participants throughout the trials in the acquisition and retention phases were error estimated. The task was to produce the 70℅ of maximum force of their right hands, by gripping a dynamometer. After data collection, the analysis conducted by using ANOVA repeated measurements for acquisition period, and one way ANOVA for retention test. In acquisition, results showed no significant differences between the first and second groups, on performance and error detection capability of force-produce task (P> 0.05). However in retention (no KR), there was significant differences between two groups (P&le0.05), means that the first group which received KR after successful trials was better than the second group as well as control. This pattern of results suggests that if people receive the KR after successful trials than unsuccessful, the better learning and error detection capability will occur.

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The purpose of this study was to examine the effect of self-control feedback on the learningof generalized motor program and parameters during physical and observational practice. Participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked and instructor KR) groups. They practiced a sequential timing task. The task required participants to press four keys (2, 6, 8, and 4).They performed 72 trials during the acquisition phase and 12 in retention and transfer phase. The analyses demonstrated that during the acquisition phase, relative timing errors were lower for the self-control and instructor groups. During the retention and transfer phase, relative timing errors were lower for the self-control groups and instructor groups. This might explain self-control feedback and physical practice develop the generalized motor program but not parameter learning and support the theoretical separation of GMP and parameter processes.

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It is widely recognized that the performance measurement of organizations should help them in their strategic decisions and in their capacity to evaluate their successes. This study uses the Competing Value Framework )CVF) for measurement the organizational effectiveness of four federations of basketball, handball, taekwondow and Weight lifting. Those federations were selected according to a goal oriented and non casual method that all of sport federation stakeholders (professional employee, president, and vice-president, secretary, coaches, national athletes and referees) selected as a sample (N=236) and 167 people participated in research (70 0/0). Self-management OE questionnaire in sport conducted according to survey of literature and using exploratory factor analysis in study showed the 62 questions that evaluate four quadrant and eight sub factors of human relations model (Flexibility, Resources) Internal process model (organizational interaction, Stability) open systems model(worked force cohesion, worked force expert) and rational-goal model (Planning, Productivity), according the CVF.  Result showed that between four quadrants of effectiveness in sport federations, rational goal model (Planning, Productivity) has a most important quadrant. Descriptive result of eight factor of effectiveness in CVF showed that factors of flexibility, planning, organizational interaction and human resource cohesion basketball, in factor of resource, productivity and human resource expert the tekvandow and in a stability factor Weight lifting has a good state in comparison of other federations.

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The aim of this study was a comparison between indoor sport facilities and equipments general administration of physical education and education ministry of Hamedan province with standards in term of safety and hygiene. Statistical population of this study includes the indoor sport facilities of hamedan province’s general administration of physical education (N=130) and education ministry (N=51) except pools. The sample was equal with the population. Data collection is done with the field method and it is used of safety and hygiene evaluation checklists that were made by Farzam (1388). For data analysis, descriptive statistics and inferential statistics, including single sample t-test and independent t-test, were used. The results showed that indoor sport facilities and equipments of both Hamedan’s general administration of physical education and education ministry, in comparison with the standards, were in a low level that this difference was significance (&alpha=0/05). Also, in comparison of indoor sport facilities and buildings' safety and hygiene condition between two studying organizations, there was significant differentiation in terms of fences, building, light and sound, air conditioner, toilet seats, and dressing rooms and showers condition, also, general administration of physical education was better than education ministry. In comparison of safety and hygiene of equipments and activity zones of sport indoor facilities (football, handball, basketball and badminton), there was significant difference between two organizations so that education ministry was better than general administration of physical education (&alpha=0/05).

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The purpose of the present study was to determine the relationship between sport success and kinesthesia in male athlete college students. The methods used in the study was descriptive correlation. 100 students athletic in different fields from students’ of state university of Arak in 2012-2013 with the mean age of 21/80±1/94 purposefully using random multistage sampling were selected. (34 students in volleyball, 33 students in badminton, 33 students in wrestling). To collect data, with Personal information questionnaire, Ego orientation in sport questionnaire (Duda & Nichols, 1989), Zhecoofski dominant-hand's angle accommodation tests (1988) and Ablacova force control dominant-hand's (1990) were used. Data was analyzed by person's correlation test, multilevel regression analysis and the Analysis of variances. Shown in findings, volleyball players got a better score than other athletes in terms of sport success and kinesthesia. Also analysis of variances showed a significant relationship between sport success and kinesthesia. According to the results, sports of which kinesthesia of the dominant hand was their main reason of success had better kinesthesia and athletic success.

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Visual context is the context that exists in front of eye field which changes as player moves anyway and forms the new visual context. The favorite locations are the zone that players practice many times over the practice  time. The players performs the best own performance from that. The aim of this study was to evaluate the visual context as one of the reasons making the especial skills in favorite location of experienced players. 8 elite basketball players were men with at least 8 years of experience of basketball. They were asked to throw 210 jump shots from 7 different locations in the 3 set and 21 blocks. The middle location is the favorite one. The throws are performed with the players' own pace and there is 2 minute rest between sets. All throws return to players with the same way. Separate linear regression for each of the players has been calculated at seven different angles. Then, these data are separately used to calculate the predicted values ​​in the favorite location of each player. The actual performance of the players at different angles was compared with the predicted values​​ by independent t test. The results showed that there was significant difference between the predicted and actual performance of the players in the favorite angles (p<0.05). The findings show that the performance of the elite players in their favorite spots is dependent on the angle of vision especially at favorite locations. It seems that elite players over the years to practices at the certain point acquire some visual benefits that led to the specific performance in their favorite locations

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Women sport have been developed, but it seems that sport coaches confronted with some problems. The purpose of this study was to survey the women sport coaches problems. The statistical population was women sport coaches that working with Arak sport bodies. The statistical sample consisted of 76 coaches. Data were collected by researcher-made questionnaire which its content and face validity was confirmed by 10 faculty members and experts of sport management. Factor analysis was used to construct validity of questionnaire. Coronbachs alpha coefficient was used to test the reliability of questionnaire (α = 0.85). Friedman test was used to analyze the data. The results showed that the participants have been confronted with some problems on areas such as sport organizations, sport spaces, athletes, personal, media, and other coaches that influence on their coaching. Solving these problems can help coaches so they perform their key duties and help to women sport development

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The purpose of this study was to determine Psychometric aspects of the Persian version of Infant Movement Motivation Questionnaire (IMMQ) for infants of 3 to 11 months. In this regard, 528 parents and their infants (239 girls and 289 boys) in Tehran were selected as samples through the method of random cluster sampling. For this purpose, first by using a translation - re translation method, IMMQ was translated into Persian by 3 motor behavior experts and 2 English teaching specialists. Confirmatory and Exploratory factor analysis was used for the validation of questionnaire structure; Cronbach alpha coefficient was computed for internal consistency of questionnaire. Also, intra-class correlation coefficient under test-retest method was used to evaluate the temporal reliability of items. The results of Confirmatory and Exploratory factor analysis showed that IMMQ is multifactorial; so that, in total, four factors consisting activity, exploration, motivation and adaptability can explain % 53/32 of the total variance. Moreover, the fit indexes of the extracted model (PGFI = 0.71, NFI = 0.92, RMSEA = 0.078) were favorable and acceptable. Also, Cronbach alpha coefficient (α = 0/93) and intra-class correlation coefficient (r = 0.88) of the Persian version of IMMQ with 27 questions the like of original version, had acceptable internal consistency and temporal reliability. So the results showed that the Persian version of IMMQ can be used for clinical or research purposes as well as an educational tool for parents.

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Taking individuals' cognitive abilities into consideration can play an important role in the initial stages of learning motor skills. So, the purpose of the present study was to investigate the effect of cognitive functions on feedback request strategy and learning of a perceptual motor task. A number of 60 university male students with a mean age of 22/4 years (SD = 1/99) were selected through convenience sampling and were assigned to 6 groups according to their intelligence quotient, memory quotient and attention scores. All participants performed 100 badminton long services during the practice phase, and 20 services, during the retention and transfer phases. Wechsler Revised Intelligence Test, Wechsler memory scale, Toulouse and Pieron Test, and Scott and Fax Badminton Long Service were used to collect the data on intelligence quotient, memory quotient, attention, and badminton long service performance, respectively. Analysis of variance (ANOVA) with repeated measures and Independent t-test (α=0/05) were used to analyze the collected data. The analyses demonstrated that intelligence quotient, memory quotient, and attention had a significant effect on decreasing feedback request frequency during the acquisition phase, and increasing badminton long service scores during the acquisition, retention and transfer phases. Therefore, it can be concluded that bearing individuals' cognitive abilities in mind during motor skills training can be beneficial.

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The purpose of the present investigation was to develop and initial validation of a measure for assessing the athletes perceptions of coaches’ behaviors that promote fairplay behaviors. A three-step procedure was undertaken to develop the questionnaire. In the initial step, the literature review provided theoretical and empirical perspectives on how youth sport coaches can influence athletes’ fairplay behaviors. In step 2, a pool of 191 items worded and content validity was assessed. In the final step, 252 teenage male athletes (age range 14-19; mean age =15.88±1.34 years) who were participating in a variety of team sports (i.e., volleyball, basketball, soccer, futsal) completed a revised 164-item questionnaire. Principal components analyses further reduced the number of items to 30 and suggested a four-factor structure (i.e., modeling, instruction, pressure, and dialogue dimensions). The results revealed that the final 30-item version of the Coaching Fairplay Behaviors Inventory possesses a good psychometric basis with adequate internal consistency and which explain 57.80% of the total variance. Collectively, this study provides a new valid and reliable instrument for assessing the specific mechanisms by which coaches promote fairplay behaviors among teenagers, although more investigations are needed to validate this tool.

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Motor learning or the acquisition of coordination is a process of searching for stable functional coordination patterns, into which a system can settle during a task or activity. Human as complex creatures can choose the best pattern based on conditions within different coordination patterns and also achieve goals of tasks. So the purpose of this study is to determination the effect of a Nonlinear Pedagogy approach for the effectiveness of the movement and acquisition of skills. Accordingly, in this study 14 participants (with the average 19.64 and SD 0.74) are taught the short backhand serve of badminton with using linear and nonlinear pedagogy approaches. Linear approach Based on traditional Viewpoint using the descriptive methods and repetive instructions. On the other hand, nonlinear Pedagogy Approach Based on the ecological dynamics theory using manipulation of task constraints especially task constraints including equipment and rules Planned and conducted. Performance accuracy were selected to analyze further selections and used analysis of covariance to measure the effect of the independent variable measured. The test significance level was considered P <./ 05. Despite the progress of both groups to the pre-test, no difference was observed between the two groups in accuracy scores (F=0.092 and p=0.767) and both were equal to achieve results of the task as an indicator of skill acquisition. Our findings indicate that nonlinear pedagogy approach, resulted from theory of ecological dynamics, consider the complexity of Acquisition the skill and inherent tendency of individuals with providing movement affordances. Also, this approach can be effective in the fulfilment of goal tasks.

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The purpose of this study was to determine the relationship between movement motivation and motor development in infants with and without the experience of kindergarten. The population of this study included all parents with infant's boys with 10 to 11 month in Tehran. Among them, 150 infants with and 150 infants without the experience of kindergarten using the multi-stage random sampling the method was selected as the sample groups. Data collection tools included an infant movement motivation questionnaire and Peabody Developmental Motor Scale–Second Edition (PDMS-2), the data analysis was done using Pearson’s correlation coefficient, linear regression, and t-test in a significance level of p≤0.05. The results showed that there was a significant relationship (P=0/000), between movement motivation and motor development in infants with and without the experience of kindergarten. In the same context, a significant difference (P=0/000), was obtained in movement motivation and motor development between of infants with and without kindergarten experience and infants without the kindergarten experience, movement motivation, and motor development was higher. These results indicate that care of infants in kindergarten Centers may be due to the weakness of the programs and facilities have negative effects on of them movement motivation and motor development.

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ABSTRAC

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The purpose of the present study was to determine the role of errorless and error full training on aiming task learning of normal teens and intellectual disability ones. 20 intellectual disability teenagers were selected from an exceptional school and 20 normal children from the Normal school in Ardebil in the range of 11 to 13 years old (M = 12, SD = 0.8). Normal and intellectual disability individuals were randomly assigned to two errorless and error full training groups according to Wechsler's intelligence test and Alloway's working memory test. The task was to throw basketball balls in the form of a chest pass to the targets with concentric circles. These goals were set at the height of the people's chest in the wall. The subjects performed 200 exercise attempts at the acquisition stage in five training blocks. Single and dual task transfer tests were carried out immediately, 24-hour latency and one week's delay. The data were analyzed using two way repeated measures analysis of variance analysis (ANOVA). The findings showed that the group had the least memory involvement and the least error in both subjects type, in the single task test [P<0.05  and in the dual task test were better [P<0.05 . The normal errorless group was not better than the intellectual disability errorless group, but the normal error full group was better than the intellectual disability error full group. The findings of this study are consistent with the Adam's closed loop theory, the reinvestment theory, and somewhat consistent with the estimates of the challenge point framework regarding the error in the acquisition stage, but these findings are somewhat contradictory with the estimates of the schema theory.

 

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The aim of this study was to determine the effectiveness of the type of goal setting and self-recording on acquisition and self-regulation learning of basketball free throw. Seventy middle school student boys were selected for available and randomly allocated to 6 experimental groups and one control group. A factor ANOVA with a significant level of 5% (p < 0.05) was conducted to analyze the self-efficacy and performance data in acquisition and retention tests. The results showed that the goal-setting with the self-recording group has a higher self-efficacy and performance than the goal-setting without self-recording and the control groups in acquisition and retention test of basketball free throw. This research showed that a variety of goals can begin to combine and cause positive results in performance and learning. Self-recording is important for performance and self-efficacy and can be easily taught and used during physical education sessions.