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Physical Self Concept can be affected from interventions such as sport and exercise training. So in order to enhancing the person`s physical characteristics perception and creation the partnership motivation in physical activity, it is important to know a bout the way of affecting this methods of training. Purpose: this study was designed to evaluate the effect of a progressive resistance training program on the physical self concept and body function of boys with cerebral palsy. Methods: Sixteen students [mean age 16.05 years (SD 1.2)] with spastic diplegic cerebral palsy were randomly divided in control (7) and experimental (9) groups. Participants in the experimental group completed a progressive resistance-training program (8 week) using three exercises to strengthen the major support muscles of lower limbs. Pre and post intervention, the physical self- concept was measured by the Physical Self-Description Questionnaire, and body function was measured by the balance test, walking test, stair test, and strength tests of Ankle plantar flexors, Knee extensors, Hip extensors. The data was analyzed via repeated measures and independent T-test.
Results: overall, the body function of experimental group showed a significant changes in balance test, walking test, stair test, and strength tests of Ankle plantar flexors, Knee extensors, Hip extensors (p<0/05). But, difference between the pre test and post test averages of  the experimental group in global physical self concept and their subscales was not significant (p>0/05).Conclusion: in order to change in physical self concept via physical activity, it is crucial to control the factors such as period of training, training context, intention of subjects and etc.

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The aim of this research was to determine the effect of different training environments, type of skills and interactions on open and closed skills. The statistical  population was all students living in dormitories of Tehran University in the 88-89  academic year. The sample was 60 people selected based on convenience sampling methods among students who had no experience in badminton skills (Long Service and clear). Based on pre-test subjects were matched in six groups of ten persons (noncompetitive, competitive, and combined). All of six groups performed a practice in defined medium for 10 sessions and each session were performed 40 times. The long-service tests were used to measure open badminton skill and clear test was performed to measure closed skill. Test scores of subjects were computed based on the mean of ten hits score. Descriptive statistics were used to determine the mean and standard deviations and to test research hypothesis, a two-way analysis of variance (ANOVA) with repeated measures and independent t-test were utilized. The result of ANOVA showed that exercise in each of the training environment increased acquisition and retention of each skill, but the levels are different (p<0.05). Also, Factorial ANOVA showed that the skills and environments does not have meaningful effects on acquisition and retention of skills while each skill interacts significantly with the training environment (p<0.05). In addition, exercising each of the skills in the same environments had different levels of acquisition and retention.

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The aim of this study was to investigate the effectiveness of motor and cognitive dual-task training on dynamic balance of elderly women. For this purpose, 27 old women (aged 60 -82 years) from the old people center of Birjand city were selected randomly and divided into 3 groupd based on their TUG scores. The groups comprised of cognitive dual-task training, motor dual-task training and control. Two experimental groups received their specific interventions for 4 weeks, 3 times a week and 45-min each session. The motor and cognitive dual-task groups performed some motor or cognitive tasks respectively, concurrent with the balance training. For data analysis, mixed ANOVA (3*2) with repeated measures were used. It was found that both motor and cognitive dual-task training methods had significant improvement in dynamic balance of elderly women (p<0.05). But there was no significant difference between these two methods (p>0/05). Therefore, dual-task balance training, either motor or cognitive methods can improve the allocation of the attention into the concurrent tasks and consequently improve balance and decrease the rate of falling in old women.

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The aim of this study was to determine the effect of weight transfer training on static and dynamic balance of older women. 20 accessible subjects that met our criteria divided randomly into two experimental and control groups. The experimental group trained for 6 weeks, 3 times a week and each session 60 minutes a day. Biodex balance system used for training and testing procedures. Data analysis used by repeated measure ANOVA showed significant main effects and interaction for dynamic balance parameters  including overall dynamic balance, anterioposterior dynamic balance and mediolateral dynamic balance) .Intrasubject analysis using t test indicated weight transfer balance training, compared to static balance, improved significantly dynamic balance parameters. The dynamic balance improvement following weight transfer training mat resulted from its effectiveness on sensory and motor systems involved in the dynamic balance of older women.

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The purpose of this study was to investigate the effects of core stabilization training on balance and reaction time in children with developmental coordination disorder. This was a semi-experimental study. Twenty children recognized for DCD, age range 6 to 12 years old were recruited form DCD children rehabilitation center in Tehran and randomly divided into experimental and control groups. Continuous Performance Test, Standing Stroke Test, and Y Balance Test were used to measure reaction time and statics and dynamic balance of participants, respectively. After the pretest, the experimental group performed the specific Core Stabilization Training protocol for 8 weeks, 3 sessions per week and 45 minutes per session. Analysis of covariance was used to analyze the data. The results indicated that the reaction time, dynamic and static balance were significantly improved in experimental group in comparison to control group. The results of this study indicated that in order to upgrade the level of motor skills in children with developmental coordination disorder, in addition to the general physical activity programs, specific core stabilization training that includes exercises to improve balance and reaction time is recommended.

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Abstract
This study aimed to Comparison of dyad training method with cooperative and competitive approach in the learning of Basketball Free Throw. The study sample included 24 girl’s students aged 13-15 years old who had no experience in free throw. Based on pretest scores, the participants were assigned to either the cooperative dyad training group or the competitive dyad training group. In the competitive dyad training condition, individuals in each dyad had to compete with each other to secure the highest free throw score. At the end of each training session the winner was rewarded. In contrast, in the cooperative dyad training condition, the dyads that attained the score of 75 or more in each training session were rewarded. After the 10th training session, the acquisition of free throw skill was assessed. A week later, the retention and the transfer of free throw skill were assessed. The results indicated that, with regard to the acquisition of free throw skill, in both conditions the participants had made statistically significant progress. In terms of the acquisition and the retention of the target skill, no statistically significant differences were observed between cooperative and competitive training groups. However, with regard to transfer test, the cooperative training group outperformed the competitive training group. Therefore, in comparison to competitive dyad training, cooperative dyad training is more conducive to the acquisition and the retention of free throw skill.

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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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    Motor performance and optimization is one of the most important goals of sports science professionals. Vision skills affect athletic performance and the acquisition of motor skills, which can be improved by practice. The purpose of study was to investigate the effect of visual and skill training on visual and performance skills, retention and transfer of Badminton backhand short service. 20 female students were randomly divided into two groups of 10 combined and skill. Depending on their type of training, the groups performed visual and skill training for 6 weeks. Before and after training, visual and performance tests, retention and transfer of backhand short service were done by the participants. For data analysis, t-test and mixed ANOVA analysis were used with a significant level of 0.05. The analysis indicated that there was a significant difference between groups in visual skills (p =0.00). The combined group had a significant improvement in perfomance, retention and transfer of the service (p = 0.00). Also, checking the interactive effect of time and type of training showed that the combined group was more advanced than the skill group (p = 0.00). The results of this study show the combined effects of vision and sports more than the individual trainings of vision and sports, and according to the results of the study, it is suggested that visual training be included as a supplementary training program in the Badminton field exercise.

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The purpose of this study was to examine the role of structured conversation and observation on the effectiveness of the dyed practice on motivation and the accuracy in learning the skill of Golf putt. The research participants consisted of 40 female students randomly divided into four groups: observation-conversation, observation, conversation and control. Participants should hit the Golf ball to the target area. During the training period, subjects completed 60 acquisition attempts, 10 retention attempts to measure the participants’ motivation before the beginning of the training and before the acquisition and retention phases. one-way ANOVA and to examine the role of the mediator on the accuracy of the scores of execution Hayes test was used. The results showed that motivational values were significantly higher in conversation-observation group compared to other groups, and  also The mediation role of motivation was not significant in the implementation of acquisition and retention efforts. Regarding the results of this study, coaches are advised to consider both verbal and observational information sources in the presentation of dyed practice.

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Video feedback is a type of augmented feedback that includes showing an athlete or performing a skill with a video clip of oneself or another person performing a particular skill. The aim of the present study was to determine the effectiveness of dyad training with video feedback on learning crawl swimming. For this purpose, 24 male students ranging in age from 11 to 17 years, who had no previous experience in learning crawl swimming, formed two groups of 12 people in dual practice and dyad training with video feedback. Both groups were first justified by the instructor, then in the double exercise group, one of the trainees entered the water and the other watched him perform out of the water, and after trying, they reviewed the mistakes and movements with their friend. in the dyad rehearsal group, one of the friends filmed another performance and showed it to him. The training intervention lasted for 8 sessions and 10 training attempts in each session. After the end of the eighth session, the 10-meter breast crawl swimming acquisition test was performed, and then a reminder test was performed again one week later and filmed. The results showed that the two groups had significant differences in both acquisition and retention, and the dyad training group with video feedback performed better overall. Based on the results, it can be concluded that the dyad training with video feedback method, in addition to being cost-effective in terms of energy consumption and training space, is also more effective than dyad training in swimming training.