Showing 12 results for shahbazi
Shahzad Tahmasebi Boroujeni, Mehdi Shahbazi, Keivan Salehi,
Volume 3, Issue 6 (12-2013)
Abstract
The aim of this study was to measure the validity and reliability of perceived motivational climate in sport questionnaire (PMCSQ-2) for Newton and colleagues [2000[. For this purpose, random participants from 553 athletes 13 to 23 years were selected to complete the questionnaire. After applying the translate-retranslate technique, content validity ratio (CVR) and content validity index (CVI) confirmed by 10 Panels (CVR=0.66, CVI=0.97.For determining the construct validity, confirmatory factor analysis (CFA) based on structural equations was used, internal consistency of questionnaire was achieved by Cranach's alpha and Pearson correlation coefficient under test-retest method to study reliability of questionnaire. Results showed that the first model of PMCSQ-2(33 question (, wasn’t able to support the favorable fit and thus eliminated 6 problematic questions. Thereby the final model with 27 questions was included task-oriented climate (TOC) (effort/improvement, important role and cooperative learning) and ego-oriented climate (EOC) (unequal recognition and punishment of mistakes). Hereby, the Persian PMCSQ-2 (PPMCSQ-2) had acceptable fit index (RMSEA= 0.054, CFI= 0.9). Also, Internal consistency was acceptable (TOC=0.827, EOC=0.726 and PPMCSQ-2=0.618) and reliability of PPMCSQ-2(r=0.73) was affirmed. Therefore, PPMCSQ-2 can be used as a valid and reliable instrument to assess motivational climate in the Iranian athletes with the age range of 13 to 23 years.
Dr Mahdi Shahbazi, Mrs Fariba Hasan Barani,
Volume 7, Issue 13 (4-2017)
Abstract
Tools and methods that could lead to the recognition and motion analysis variables are helpful in understanding the movements and movement Sciences and It will be a vital part of movement and sport sciences laboratories. "Human motion analysis instrument based on joints angles in sagittal plane" was designed to provide information about the motion analysis that offers to researchers, educators and therapists. Once the instrument has been built according to the design of specialized electronic and mechanical engineers, tested until the fourth final design was made and it was registered on 21.05.1393 with number 83557. To check the validity, with using of motion analysis system with optoelectronic cameras and the instrument, 20 participants (10 males and 10 females) were asked to perform a throwing task. The root mean square error (RMSE) and Pearson correlation in the statistical 0.01 were used to assess the reliability and validity. The results indicate that the instrument is made applicable and appropriate validity and reliability so that the validity: 0.98 and reliability: 0.95 was reported.
Mr Ali Akbar Hosein Nezhad, Dr Saeed Sadeghi Boroujerdi, Dr Mahdi Shahbazi,
Volume 8, Issue 15 (8-2018)
Abstract
This study examined the relationship between emotional intelligence with sport Orientation of Male athletes of Confrontational fields and non_ Confrontational. the method of research is Descriptive-survey and population of the study, 200 participants of Confrontational fields (handball, futsal, basketball, karate, kung fu) and non_ Confrontational (table tennis, chess, swimming, volleyball, gymnastics) of Sanandaj that was randomly selected. Participants of both emotional intelligence questionnaire of Lan et al. (2009) and McGill’s questionnaire and Dieter’s (1998) they were completed. And using Pearson’s correlation and multiple regression tests and Fisher's z at a significance level (level 05 / 0≥p) were analyzed. The result of Correlation analysis showed a significant correlation between emotional intelligence and athletic component of orientation and non-orientation is existing. Also the relationship between emotional intelligence and sport orientation in Confrontational and non_ Confrontational fields is not significant defenses. According to the results of study for achievement of Confrontational and non_ Confrontational athletes, sports equipment recommended.
Mr Mohammad Bagher Ali, Dr Mehdi Shahbazi,
Volume 9, Issue 17 (9-2019)
Abstract
The movement imagery helps to learn various sports skills if persons have a reasonable imagery about how doing that skill and the command be carved on the brain. The main aim of the current study is to investigate the visual and content validity as well as the reliability of the Persian version of the Movement Imagery Questionnaire for Children MIQ-C. The main questionnaire was translated into the Persian by using the Translation-back Translation method. In order to standardize and validate the questionnaire, 10 elites in the field of the motor imagery and sports psychology, filled the questionnaires in order to determine the content validity ratio (CVR) and the content validity index (CVI). After a primitive study, the necessary modifications were applied.The questionnaire reliability was investigated by the test-retest reliability method and the Cronbach's alpha. Results indicated that the CVR and CVI are 0.62 and 0.79, respectively, which confirms the validity of the questionnaire. The reliability was confirmed by the internal consistency method which value was obtained higher than 0.7. For evaluating the ability of children in motor imaginary, a reliable method should be used.According to obtained results of the current work, the questionnaire benefits from a suitable reliability and validity.
Mehdi Shahbazi, Akbar Bohloul, Shaghayegh Modaberi,
Volume 10, Issue 19 (8-2020)
Abstract
Measuring instrument of interpersonal and intrapersonal motor coordination has designed and built to provide information about the human movements’ coordination in reach of researchers, trainers and therapists. To evaluate the validation of this instrument with using of Vienna two hands coordination test and present research instrument were asked 28 participants to do the task of two hands, two feet and interpersonal movement coordination. Pearson correlation test showed that the present research instrument has high validation in motor coordination of two hands in total time mean factor of joystick (r =0/88), knob (r =0/96) and in error percentage mean factor of joystick (r =0/89) and knob (r =0/87). Also the results of Cronbach’s alpha showed that present research instrument has appropriate reliability in motor coordination of two hands in total time mean factor of joystick (r =0/89) and knob (r =0/97) and in error time percentage mean factor of joystick (r =0/81) and knob (r =0/85). Also results indicated acceptable reliability in motor coordination of two feet in total time mean factor of pedals (r =0/90) and in error time percentage mean factor of pedals (r =0/83) and in interpersonal motor coordination in total time mean factor (r =0/91) and in error time percentage mean factor (r =0/80). Therefore using the present study instrument can be offered to sports science laboratories in all higher education institutions, federations and coaches, patients and rehabilitation centers, health and physiotherapy clinics.
Ms Masoumeh Rahimizadeh, Mr Mehdi Shahbazi,
Volume 11, Issue 21 (7-2021)
Abstract
Non-generic feedback refers to a specific event and that task performance is the reason to the acquisition of skills and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The Goal of this study was to determine the generic and non-generic feedback effects on children’s motor learning basketball free throw. This research was semi-experimental. For this purpose, sixty children of Tehran (30 girls and 30 boys) aged 9-13 years participated in the study and were randomly divided into four groups of 15 individuals. Subjects performed six basketballs free throw in the acquisition (Two blocks of three trials). Which after the third throw, according to the group of subjects received a positive feedback (generic or non-generic) and also after the Sixth throw, negative feedback. After half an hour was immediate retention in the same way. Data were analyzed by using two-way ANOVA and repeated measures. Results showed that non-generic feedback was significantly more effective than generic feedback and shows more improvement in Performance. The present results demonstrate the importance of the wording of feedback, although these terms might not have an immediate effect on performance but by enhance motivation, poor performance is purportedly.
Dr Laleh Hamboushi, Dr Elaheh Arabameri, Dr Mehdi Shahbazi, Dr Rasoul Zeidabady,
Volume 12, Issue 23 (9-2022)
Abstract
The purpose of this study was to examine the effect of motor dependent/independent visual perception training on visual-motor integration and fine motor skills of 7-8 year old children .For this purpose, 107, 1st grade primary school students in Sabzevar were selected through purposive sampling (with equal economical and cultural status , optimum mental and physical health and full sight with or without wearing glasses) and randomly divided into two experimental (no=32)and a control group (no=43). After attending a pre-test session, one of the experimental groups was trained in movement dependent visual-perception tasks while the other group performed movement independent visual-perception tasks. Both groups performed their tasks for three sessions, 45-minute per week and for six consecutive weeks. Shapiro-Wilk and Levin test results confirmed the normality and homogenity of data and ANCOVA showed that both training programs significantly improved visual-motor integration and fine motor skills of 7 to 8 years old children. However, Bonferroni test indicated that there were no significant differences between the movement dependent and independent training programs. The data analysis was performed by using SPSS 19.0. The results of this study confirmed the purposed "movement" hypothesis stating that the significant contributor to the development of perception and perceptual-motor components is not the active or passive movements of the individual, but rather it is the attention of the person to the visual stimuli within the environment.
Mr Hamed Osouli, Dr Mehdi Shahbazi, Dr Elaheh Arabameri,
Volume 13, Issue 25 (9-2023)
Abstract
A few studies have examined the interactive self-control effect on the type of self-modeling feedback. The purpose of this study was to determine the effect of providing different strategies of self-control feedback through self-modeling on learning of Lay-up shot basketball skill. For this purpose, 60 right-handed 11-13 years old male beginner students were selected through available sampling. Then they were divided into 4 groups randomly. One of the groups between the blocks and the other group before training session defined to get the type of self-modeling feedback (best performance or overall performance in Lay-up shot basketball skill). For each of these groups, the yoked group was selected. The training program was conducted for 6 sessions for two weeks. Pretest, retention and transfer test were made in 12 attempts. Results showed significant effect between pretest with retention and transfer tests scores. Also, there was significant difference between the self-control feedback before sessions and the self-control feedback between the blocks groups and their yoked group in the retention and transfer tests (P≤001), While between the yoked groups did not had any significant difference. These results indicate the greater effect of self-control feedback during sessions, which emphasizes the greater autonomy of learners as one of the psychological needs for learning optimization.
Zahra Ghadimi Kalateh, Mehdi Shahbazi, Seyyed Fardin Qeysari,
Volume 14, Issue 27 (8-2024)
Abstract
The purpose of this study was to compare the effect of self-control feedback with bandwidth feedback through self-modeling strategies on volleyball service in novice and intermediate learners. For this purpose, two groups of novice and intermediate learners took part in this experiment. Each group practiced volleyball tennis skills in six sessions in two sub-groups of self-control and bandwidth feedback methods through self-modeling strategies. The design involved a pretest, acquisition sessions post-test, retention test and a transfers test. In each session, the self-control feedback sub-group was matched to the number of feedbacks received by bandwidth feedback subgroup; but the self-regulation feedback subgroup has a self-controlled role in when they receive feedback.The results showed that both methods of providing feedback in both groups improved the performance level of the subjects in the post-test, retention test and transfer test significantly (p<0.05). AlsoThe results showed that the beginners benefited from self-regulation feedback more than bandwidth feedback (p<0.05), while the intermediate benefited equally from self-regulation and bandwidth feedback (p>0.05).It seems that the self-control benefits can also be generalized in self-modeling. Therefore, the use of self-control effect in self-modeling feedback in volleyball tennis service training is suggested to coaches and sports teachers in the beginner and skilled groups.
Mehran Davoodi, Elahe Arab Ameri, Mehdi Shahbazi,
Volume 100, Issue 100 (10-2020)
Abstract
The purpose of the present study was to investigate Effect of self-regulation from biofeedback exercises on the learning of dart throwing skill under pressure conditions. Participants were 28 undergraduate male students of the University of Tehran who were selected in an accessible manner as they were right-handed and had no experience in dart throwing and working with biofeedback devices. These numbers were randomly divided into four groups of visual, auditory, combined and control biofeedback. The number of biofeedback training sessions was 4 sessions with pre-test, post-test and retention sessions in 4 weeks. The results of analysis of covariance and mixed analysis of variance with repeated measures showed that visual, auditory and combined biofeedback training had a significant effect on the learning of dart throwing skills under pressure (P <0/05). According to the research findings, it is suggested to use biofeedback of temperature and galvanic response of the skin, visually, audibly or in combination, to learn darts throwing skills and skills similar to and close to darts throwing skills, as well as feedback of biofeedback sessions. Prioritize the combination biofeedback to see the best results.
Dr Shaghayegh Modaberi, Dr Mehdi Shahbazi,
Volume 100, Issue 100 (10-2020)
Abstract
Background and purpose: This study was conducted to determine Relationship between participation motivation and Social – Economic Status of youth in Tehran. Method: This study was cross-sectional and done by questionnaire. The analyses were based on data that collected from sports clubs in four Tehran regions (North, South, East and West), (n= 130) young people (65 male, 65 female) were selected randomly and completed the participation motivation questionnaire (PMQ) and socioeconomic status questionnaire. Result: results of Pearson’s correlation showed that there was a significant positive relationship between motivational component subscales of participation motivation in sport and socioeconomic status in young people (p ≤ 0.05). Conclusion: The present study determined there was a significant relationship between income statues, economic-class, parents’ education level and sport participation motivation. The finding revealed that the families with high-and middle- economic class and income have a greater incentive to engage in physical activity. The education level of parents, especially fathers play an important role in encouraging their children to participate in physical activities.
Yaser Khanjari, Elahe Arab Ameri, Mehdi Shahbazi, Shahzad Tahmasebi, Fariba Bahrami,
Volume 100, Issue 100 (10-2020)
Abstract
The aim of this study was to investigate simultaneous changes in EMG pattern during learning dart skill in dominant and non-dominant hands. The samples consisted of 10 non-athlete students with an average age of 23±2.5, which were divided into two group dominant hand (5) and non-dominant hand (5). Repeated measures ANOVA were used to measure data at the execution level and changes in EMG activity. The results showed a significant decrease in the absolute error of dart throwing at the performance level and an increase in EMG activity at the muscle level along with a decrease in muscle co-contraction in the acquisition and retention stages in both groups (P<.05). Also, there was no significant difference between EMG activity in the dominant and non-dominant hand groups after skill acquisition (P>.05). Generally, the results of this study showed that along with relatively constant changes in performance during dart skill learning, relatively constant changes in EMG patterns also occur, so that the concept of motor learning is also observed at the muscle level. Also, the results of this study supported the existence of the same motor program for dominant and non-dominant hand control, even in the conditions of bilateral transfer control.
