Rahim Ramezani Nejad, Mehrieh Panahi, Seyyed Jalil Miryosefi, Seyyed Mohammad Niazi,
Volume 2, Issue 3 (8-2012)
Abstract
The purpose of this study was ranking the psycho-motor, cognitive, and affective needs of elementary, junior-high, and high school student. For this purpose, 385 P.E. specialists, 1370 Femalephysical educators, 1509 Femalestudents, and 1385 student mothers from capital cities of 25 provinces in the country, participated in this study. Twelve physical-motor needs, 15 sport-skill needs, 13 cognitive needs, and 12 psychosocial needs were selected. Only five important needs were ranked between all the needs related to them by samples (from 1, highest priority, to 5, lowest priority). The questionnaire was made of three stages of designing instrumentation and pilot study, and with internal consistency of 0.71-0.97. The entire hypothesis was compared with Cruskall-Wallis test in level of P< 0.05. The results of this study indicated that, many of the educational needs among male and female students in elementary, junior- high and high schools were significantly different. The priority of these needs was similar between P.E. specialists and physical educators, and also between students and their parents. On the other hand there was a significant difference between the priority of psychomotor needs, in comparison to cognitive and affective needs. However, there was no significant difference between the priority of cognitive and affective needs of students in schools. Needs for teaching simple and basic skills health and good appearance also had high priority among elementary students. Needs for teaching fitness exercises sports health and good appearance also had priority among junior-high and high school students. Considering curriculum models, a combined point of views of all groups concord coefficient and the most important and priority of every group of students can be used for P.E. curriculum. These models could also be refined with other models, such as Delphi technique.
Mr Hossein Brakhas, Dr Jabar Seifpanahi Shabani, Mr Mohamadjavad Ziya,
Volume 13, Issue 25 (9-2023)
Abstract
The purpose of this study was to provide a model for promoting the brand position in the country's sports club industry. The research method was qualitative with a systematic exploratory approach (content analysis). Participants consisted of two sections of human resources (club managers and coaches, sports marketing experts) and information resources (relevant and credible scientific, library and media) Participants in sufficient numbers, purposefully and based on saturation Theoretical was done (27 people and 39 documents). The research tools included semi-structured exploratory interviews along with a systematic library study. The validity of the instrument was evaluated and confirmed based on the scientific competence of the sample, the content validity of the experts and the agreement between the coding correctors. To analyze the findings, a multi-stage conceptual coding method (open, selective and thematic) with a system analysis approach was used. The final conceptual framework consisted of 121 components, 26 dimensions, 9 perspectives and 3 levels identified. Levels and perspectives, respectively, affect-effectiveness between their sub-variables, including the underlying level (structural, managerial and capacity perspectives of the club), the strategic level (marketing perspectives, brand strength, branding and innovation) and the functional level (functional perspectives and Brand values). Based on the research findings, it can be said that brand promotion in club management is a systematic process in which the marketing system should achieve the targeted values based on knowing the contexts and adopting appropriate strategies. It is suggested to the clubs that in order to promote the brand, they should not be satisfied with only a few occasional measures with short-term effect, but also define their branding project based on a scientific framework such as the model presented in this research.
Hamdi Salehi, Samira Panahi,
Volume 13, Issue 26 (12-2023)
Abstract
This investigation aimed to determine the role of using specific gestures in simple arithmetic. Forty-seven university students (25 females; Mage = 23.45 ± 3.51 years) voluntarily participated in this study. The participants completed two tasks. In the item-counting task, the participants were shown sets of identical colored squares and asked to count a specific color by either finger-pointing, nodding, or without any gestures while counting. After completing the counting task and for measurement of the working memory performance, the participants were asked to recall lists of alphabets that were previously to them. The results revealed that when using finger-pointing or nodding while counting, the participants counted faster and more accurately than when gestures were not allowed. The results of the memory task showed that the participants retrieved significantly more alphabets and more quickly when using finger-pointing or nodding while counting than when not gesturing. Thus, the gestures helped to free up cognitive resources. The findings support the hypothesis that gestures may facilitate cognitive functions by reducing cognitive load. This present investigation, consistent with previous research, suggests that we can benefit from using our hand and head movements to facilitate some simple arithmetic tasks.
