Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 The effect of goal setting in the form of self- talk on the learning and self-efficacy of a dart-throwing skil The effect of goal setting in the form of self- talk on the learning and self-efficacy of a dart-throwing skil 1 13 99771 10.29252/mbsp.4.1.1 FA Parisa Parsafar Faculty of Physical Education and Sports Sciences. Urmia University, Urmia, Iran. Journal Article 2016 08 31 Introduction and Objective: physical training is not the only way to acquire and learn a new skill. Cognitive strategies also can facilitate the learning of a skill. The purpose of this study was to determine the effects of goal setting in the form of self- talk on the learning and self-efficacy of a dart- throwing skill. Methods: 30 female students from Urmia University were voluntary selected and assigned into three groups based on the pre-test scores. The acquisition stage was 3 days; each day consisted of 5 sets of 10 repetitions. The retention test conducted 48 hours later. Results: the results of factorial ANOVA showed no significant main effect for group and also interaction of group and factor (training sessions) was not significant in acquisition stage but the main effect for factor was significant. The results of ONE WAY ANOVA in retention test showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant. Also, The results of ONE WAY ANOVA for seshowed a signifilf-efficacy showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant. Discussion and Conclusion: The results showed that self- talk was effective in enhancing learning and self-efficacy. Therefore, coaches are recommended to use instructional self-talking and goal-setting when teaching the skills. Introduction and Objective: physical training is not the only way to acquire and learn a new skill. Cognitive strategies also can facilitate the learning of a skill. The purpose of this study was to determine the effects of goal setting in the form of self- talk on the learning and self-efficacy of a dart- throwing skill. Methods: 30 female students from Urmia University were voluntary selected and assigned into three groups based on the pre-test scores. The acquisition stage was 3 days; each day consisted of 5 sets of 10 repetitions. The retention test conducted 48 hours later. Results: the results of factorial ANOVA showed no significant main effect for group and also interaction of group and factor (training sessions) was not significant in acquisition stage but the main effect for factor was significant. The results of ONE WAY ANOVA in retention test showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant. Also, The results of ONE WAY ANOVA for seshowed a signifilf-efficacy showed a significant difference between two group of goal-setting with the control group, but difference between two group of goal-setting was not significant. Discussion and Conclusion: The results showed that self- talk was effective in enhancing learning and self-efficacy. Therefore, coaches are recommended to use instructional self-talking and goal-setting when teaching the skills.

https://mbsp.sbu.ac.ir/article_99771_13772aedabe948801f51496fac21afb0.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 The effect of mental skills training on mental profile and performance of teenager soccer players in preparation phase The effect of mental skills training on mental profile and performance of teenager soccer players in preparation phase 14 27 99775 10.29252/mbsp.4.1.14 FA Nahid Sadeghi Islamic Azad University, Parand branch, Parand, Iran Seyed Hojjat Zamani Sani Faculty of Physical Education and Sports Sciences, University of Tabriz. Tabriz, Iran. 0000-0001-7276-5289 Nader Hasanzadeh Faculty of Physical Education, Islamic Azad University, Karaj Branch, Karaj, Iran. Journal Article 2017 06 23 Purpose: The aim of this study was the investigation of the effect of psychological training on mental profile and performance of teenager soccer players in pre-competition season. Method: 16 students of soccer players were selected by purposive sampling and were assigned homogeneously in two groups of eight subjects control and experimental. In addition to the physical training, the experimental group accomplish relaxation, goal setting, imagery, and the self-talk, that was conducted over 12 sessions 45 min (in-person teaching and training) and 12 session 15 min (cyberspace). Data were collected by Ottawa mental skills assessment tool-3 and Slalom dribble test in pre and post-tests. Results: Results showed that experimental group improved in eye and head coordination, stress reaction and fear control than control group. Conclusion: It seems that mental skills training in preparation period to competition could affect in some task oriented training conditions and also in coping with stress and reduce of fear among teenager soccer players. Purpose: The aim of this study was the investigation of the effect of psychological training on mental profile and performance of teenager soccer players in pre-competition season. Method: 16 students of soccer players were selected by purposive sampling and were assigned homogeneously in two groups of eight subjects control and experimental. In addition to the physical training, the experimental group accomplish relaxation, goal setting, imagery, and the self-talk, that was conducted over 12 sessions 45 min (in-person teaching and training) and 12 session 15 min (cyberspace). Data were collected by Ottawa mental skills assessment tool-3 and Slalom dribble test in pre and post-tests. Results: Results showed that experimental group improved in eye and head coordination, stress reaction and fear control than control group. Conclusion: It seems that mental skills training in preparation period to competition could affect in some task oriented training conditions and also in coping with stress and reduce of fear among teenager soccer players.

https://mbsp.sbu.ac.ir/article_99775_b5f0e3a96ece5cdc03cd70920b8a12f8.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 Validity, reliability and standardization of Persian version of Test of Visual-Motor Skills, Third Edition Validity, reliability and standardization of Persian version of Test of Visual-Motor Skills, Third Edition 28 38 99783 10.29252/mbsp.4.1.28 FA Mahmood Sheikh Associate Professor of Motor Behavior, University of Tehran 0000-0002-5730-0165 Ayoub Asadi phd Student of Motor Behavior of Tehran University Journal Article 2016 06 01 Aim: The purpose of this study was determining validity, reliability and standardization of Persian version of Test of Visual-Motor Skills, Third Edition (TVMS-3). Method: The number of 2,100 students 7 to 12 years (1050 girls and 1050 boys) from across the country were selected by multi-stage cluster sampling method. The measuring instrument of this study were demographic questionnaire and visual motor skills test that used Iranian students for the development and standardization of its. To analyze the data, Z formula was used to calculate percentage points on the percentile ranks test in each age group the statistics for classification, Cronbach alpha coefficient was used for internal consistency of test, and intra-class correlation coefficient under test-retest method was used to study temporal reliability of test and for validation of structure, one-way analysis of variance test was used. Result: The results showed, TVMS-3 had reliability and validity and proper norm for all ages from 7 to 12 years. Conclusion: Based on research findings can use TVMS-3 test as a screening tool to identify children with impaired visual-motor skills and document visual-motor development of children. Aim: The purpose of this study was determining validity, reliability and standardization of Persian version of Test of Visual-Motor Skills, Third Edition (TVMS-3). Method: The number of 2,100 students 7 to 12 years (1050 girls and 1050 boys) from across the country were selected by multi-stage cluster sampling method. The measuring instrument of this study were demographic questionnaire and visual motor skills test that used Iranian students for the development and standardization of its. To analyze the data, Z formula was used to calculate percentage points on the percentile ranks test in each age group the statistics for classification, Cronbach alpha coefficient was used for internal consistency of test, and intra-class correlation coefficient under test-retest method was used to study temporal reliability of test and for validation of structure, one-way analysis of variance test was used. Result: The results showed, TVMS-3 had reliability and validity and proper norm for all ages from 7 to 12 years. Conclusion: Based on research findings can use TVMS-3 test as a screening tool to identify children with impaired visual-motor skills and document visual-motor development of children.

https://mbsp.sbu.ac.ir/article_99783_fabf505237b2b16db630c7e1f69bcfdb.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 The impact of virtual reality (functional and structural constraints) and real world training on the self-efficacy of dart throwing The impact of virtual reality (functional and structural constraints) and real world training on the self-efficacy of dart throwing 39 57 99787 10.29252/mbsp.4.1.39 FA Seyyed Ahmad Mousavi PhD Student in Motor Behavior Department, Faculty of Physical Education and Sport Sciences, University of Tehran Mehdi Shahbazi . Associate Professor, Motor Behavior Department, Faculty of Physical Education and Sport sciences, University of Tehran, Tehran 0000-0002-2148-4150 Elahe Arabameri . Associate Professor, Motor Behavior Department, Faculty of Physical Education and Sport sciences, University of Tehran, Tehran 0000-0001-5948-7288 Elham Shirzad Assistant Professor, Helth and Sport Medicine Department, Faculty of Physical Education and Sport sciences, University of Tehran, Tehran Journal Article 2018 11 25 Purpose: Virtual reality environments are used as an effective intervention in motor skills training. The purpose of this study was to determine the effect of virtual reality training on self-efficacy of male students. Methods: The statistical sample of this study were 36 male students who were selected as available samples and divided into three; Functional constraint virtual training, Structural constraint virtual training, and Real world training groups. The present study was conducted in three sessions of pre-test, training and post-test. Dart throwing skill was selected as the task. Special dart's self-efficacy questionnaire was completed by the students and collected. Results: The results showed that virtual training of dart significantly improves students' self-efficacy, and there is no significant difference between the effects of training groups on self-efficacy. Conclusion: Therefore, virtual reality system can enhance the self-efficacy of sports skills. Purpose: Virtual reality environments are used as an effective intervention in motor skills training. The purpose of this study was to determine the effect of virtual reality training on self-efficacy of male students. Methods: The statistical sample of this study were 36 male students who were selected as available samples and divided into three; Functional constraint virtual training, Structural constraint virtual training, and Real world training groups. The present study was conducted in three sessions of pre-test, training and post-test. Dart throwing skill was selected as the task. Special dart's self-efficacy questionnaire was completed by the students and collected. Results: The results showed that virtual training of dart significantly improves students' self-efficacy, and there is no significant difference between the effects of training groups on self-efficacy. Conclusion: Therefore, virtual reality system can enhance the self-efficacy of sports skills.

https://mbsp.sbu.ac.ir/article_99787_246933612f4c92caba9bfd95535a18a0.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 Ranking of Factors Affecting on drop-out from Team Sports among Adolescent Athletes Based on gender Ranking of Factors Affecting on drop-out from Team Sports among Adolescent Athletes Based on gender 58 71 99794 10.29252/mbsp.4.1.58 FA Yalda Yazdanparast Faculty of Physical Education and Sport Sciences, Islamic Azad University, Isfahan (Khorasgan), Isfahan, Iran Rokhsareh Badami Faculty of Physical Education and Sport Sciences, Islamic Azad University, Isfahan (Khorasgan), Isfahan, Iran 0000-0002-4507-0382 Journal Article 2016 03 15 The present study aimed to examine for factors affecting on drop-out from Team Based on gender. 200 males and females (100 males and 100 females) with age range of 13 to 19 who had the experience of participation in team sports from 2 to 10 years filled a modified questionnaire of Heidari, Badami, Baluchi and Duffy (2014) for the reasons for sport dropout. Reliability and validity of this questionnaire is approved. This questionnaire consists of seven subscales including educational factors, executive factors, obligations, motivational aspects, social environment, choosing other activities and sport, and economic factors. Findings were analyzed by one- sample t-test and Friedman test. The role of educational and economic factors in men and the role of educational factors, economic factors, social environment, and obligations in women were higher than median level. In men, economic factor had the first priority for sport withdrawal while in women obligations had the first priority. Implications of the findings are discussed. The present study aimed to examine for factors affecting on drop-out from Team Based on gender. 200 males and females (100 males and 100 females) with age range of 13 to 19 who had the experience of participation in team sports from 2 to 10 years filled a modified questionnaire of Heidari, Badami, Baluchi and Duffy (2014) for the reasons for sport dropout. Reliability and validity of this questionnaire is approved. This questionnaire consists of seven subscales including educational factors, executive factors, obligations, motivational aspects, social environment, choosing other activities and sport, and economic factors. Findings were analyzed by one- sample t-test and Friedman test. The role of educational and economic factors in men and the role of educational factors, economic factors, social environment, and obligations in women were higher than median level. In men, economic factor had the first priority for sport withdrawal while in women obligations had the first priority. Implications of the findings are discussed.

https://mbsp.sbu.ac.ir/article_99794_a762deec7f12a3f2f042a9831d37419c.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 Mental toughness in young athlete with excellent and poor level of wrestling skills learning (with considering acquisition and retention scores) Mental toughness in young athlete with excellent and poor level of wrestling skills learning (with considering acquisition and retention scores) 72 86 99800 10.29252/mbsp.4.1.72 FA Sadegh Ranjbar Msc Sport Psychology َAli Akbarnejad Associate Professor Sport Physiology, University of Tehran MohammadAli Sheybak Msc Sport Psychology Journal Article 2018 12 18 Purpose: The aim of the present study was investigate the role of mental toughness on learning of Wrestling skills in young athlete. Methods: This study was semi-experimental and its population were physical education students of Tehran University in 1395. A total of 30 student-athletes under 23 years old, those who not familiar with wrestling skills randomly assigned into two groups and they learned thirty-skills training within three months by two wrestling coaches. At the end of the last session and one week after the last session acquisition and retention test was performed. According to the mean scores of learning, athletes divided in two excellent and weak performance groups . Tools used in this study included demographic consent form, a questionnaire for wrestling skills and 48 questions version of the mental toughness questionnaire. Result: normal distribution of data into two groups was examined, then the t-test results showed that the mental toughness difference between excellent and weak performance groups was statistically significant. Conclusions: considering that all subjects had acceptable levels of physical fitness, According to The results of this study probably mental toughness could be a key factor in learning wrestling skills. Therefore, it is recommended for coaches and athletes to develop mental toughness to achieve success in their sport. Purpose: The aim of the present study was investigate the role of mental toughness on learning of Wrestling skills in young athlete. Methods: This study was semi-experimental and its population were physical education students of Tehran University in 1395. A total of 30 student-athletes under 23 years old, those who not familiar with wrestling skills randomly assigned into two groups and they learned thirty-skills training within three months by two wrestling coaches. At the end of the last session and one week after the last session acquisition and retention test was performed. According to the mean scores of learning, athletes divided in two excellent and weak performance groups . Tools used in this study included demographic consent form, a questionnaire for wrestling skills and 48 questions version of the mental toughness questionnaire. Result: normal distribution of data into two groups was examined, then the t-test results showed that the mental toughness difference between excellent and weak performance groups was statistically significant. Conclusions: considering that all subjects had acceptable levels of physical fitness, According to The results of this study probably mental toughness could be a key factor in learning wrestling skills. Therefore, it is recommended for coaches and athletes to develop mental toughness to achieve success in their sport.

https://mbsp.sbu.ac.ir/article_99800_56301770ec2dabff4013995719db18e3.pdf

Shahid Beheshti University Sports Psychology 2676-3729 11 1 2019 05 22 The difference between the process of learning anti-phase movements in hand and leg within a training span The difference between the process of learning anti-phase movements in hand and leg within a training span 87 100 99803 10.29252/mbsp.4.1.87 FA Negar Arazeshi Assistant Professor, Department of Physical Education and Sports Science, AlMahdi Mehr Higher Education Institute, Isfahan, Iran. 0000-0003-3817-2417 Abdollah Ghasemi Assistant Professor Islamic Azad University, Science and Research Branch of Tehran. 0000-0001-7113-6894 Mohammad Vaezmousavi Emam Hossein University, Tehran, Iran. Journal Article 2016 06 28 Aim: The purpose of the following research was the difference between the process of learning anti-phase movements in hand and leg within a training span. Methods: 12 female students of the Farhangian University of Isfahan (22±5), with no background in rhythmic activities in any sports field were randomly classified and they were trined in a six months period under the supervision of hip-hop trainer, considering research assigments, they all practiced and lerned the task. During the six months all participants in the distance of one, tere and six months were present at the laboratory. Any time using the motion analyzer, seven cameras with the frequency of 60 in 3D, the implementation of physical exersises were filmed. Specified data were processed and the participant's performance variable errors were calculated whit the assistance of matlab software. Then by appliying ANOVA, repeated measures in the level of (P= 0.005) were analyzed. Results: findings indicate, any the main effect of the limbs was significant, the main effect of the levels and reflection effect of the levels and limbs were non statisticaly significant. Conclusion: results indicate, exercise improves the anti-phase movements, how ever emprovement in performing anti-phase movements due to exersice in a specified duration, were more in hands than in legs. Aim: The purpose of the following research was the difference between the process of learning anti-phase movements in hand and leg within a training span. Methods: 12 female students of the Farhangian University of Isfahan (22±5), with no background in rhythmic activities in any sports field were randomly classified and they were trined in a six months period under the supervision of hip-hop trainer, considering research assigments, they all practiced and lerned the task. During the six months all participants in the distance of one, tere and six months were present at the laboratory. Any time using the motion analyzer, seven cameras with the frequency of 60 in 3D, the implementation of physical exersises were filmed. Specified data were processed and the participant's performance variable errors were calculated whit the assistance of matlab software. Then by appliying ANOVA, repeated measures in the level of (P= 0.005) were analyzed. Results: findings indicate, any the main effect of the limbs was significant, the main effect of the levels and reflection effect of the levels and limbs were non statisticaly significant. Conclusion: results indicate, exercise improves the anti-phase movements, how ever emprovement in performing anti-phase movements due to exersice in a specified duration, were more in hands than in legs.

https://mbsp.sbu.ac.ir/article_99803_3dcd864a8fe733cded5b40d23565abea.pdf