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Showing 3 results for Mohamadzade
Comparison of Physical Training, Mental Imagery, Observational Learning and their Combination on Cognitive and Executive Functions of Beginner Golfers
Mr Mehrzad Kharestani, Dr Hasan Mohamadzade,
Volume 13, Issue 25 (9-2023)
Abstract
The purpose of this study was to investigate and compare the effect of mental imagery, observational learning, combined (imagery and observational learning) and physical training on mental representation and performance of novice golfers. To this end, 60 students(age:22.8±2.11) were randomly assigned in four groups: 1) mental imagery, 2) observational learning 3) combined (imagery + observational learning) and 4) physical training. After the pre-test, the participants in each group performed the golf putting for 3 consecutive days (60 attempts per day) and the post-test was performed on the third day. Two days after the post-test, a retention test was taken. Performance accuracy and structure of mental representation of participants were measured as dependent variables. Results showed that in the golf putting variable, the physical training group was better than other groups. Also, the performance of the combined group was better than the imagery and observational learning group. In addition, in the mental representation variable, the combined group had a more structured and accurate mental representation than than other groups. In addition, the imagery group had a better mental representation than the observational learning and physical training group. Overall, The result of this study show that physical training compared to other methods increases the accuracy of golf putting. Also combined imagery and observational learning training, has a greater impact than other methods used in this study.

Comparison The Effect Of Traditional And Sport-Education Methods On Metacognition And Meta-Emotion Of Tennis-Skills
Ghazal Nojan, Hasan Mohamadzadeh, Jalal Dehghanizadeh,
Volume 14, Issue 28 (12-2024)
Abstract
ABSTRACT
In recent years, many efforts have been made to develop new methods of training sports skills that, in addition to teaching game techniques and tactics, further challenge the cognition and emotion of learners. The aim of the present study was to to compare of traditional and sport-education (SE) methods on metacognition and metaemotion in tennis skills. The present study was a quasi-experimental study with a pre- post test design. The subjects included 24 adolescent girls from Urmia city (age: 16.54±1.36 years) who were non-randomly divided into: sport-education and traditional training groups. The training consisted of 14 sessions over 4 weeks (3 sessions per week). The research instruments were Wells' Metacognitive Questionnaire and Mittmannsgruber's Metaemotional Questionnaire. The was a significant difference between the two traditional and sport-education methods groups in increasing meta-cognition (p=0.004), positive meta-emotion (p=0.007), and negative met-aemotion (p=0.015). In the sport-education methods, meta-cognition (p=0.001) and positive meta-emotion (p=0.001) significantly increased, and negative metaemotion (p=0.001) improved. but the changes in these indicators were not significant in the traditional group (P>0.05). So, beginners can benefit from the physical benefits and improve the meta-cognitive and meta-emotional knowledge of this type of training method by performing sports activities using the sport-education methods.

The Effect Of Sensory-Motor Exercises With a Game Sense On The Executive And Motor Control Of Children With learning Disorder
Hanieh Ghasemian Moghadam, Hasan Mohamadzadeh,
Volume 15, Issue 30 (12-2025)
Abstract
Aim: Childhood is considered a critical period for developing motor skills through appropriate physical exercises, which ultimately enhance brain function and performance. The present study aimed to investigate the effect of sensory–motor exercises with a game sense approach on executive and motor control in children with learning disorder.
Methods: This quasi-experimental, applied research employed a pretest–posttest design with a control group. The statistical population included 36 female children with learning disorder (mean age = 8.39 ± 0.49 years) who were recruited from learning disorder centers in Mashhad and randomly assigned to two intervention groups (sensory–motor with a game sense approach, sensory–motor with a goal-oriented approach) and one control group. The intervention groups participated in sensory–motor integration training twice a week for eight weeks (60 minutes per session). During this period, the control group continued their usual activities. Executive control (inhibitory control) and motor control (gross motor skills) were assessed before and after the intervention using the Stroop Test and the Burininks-Oseretsky Test, respectively.
Results: A mixed MANOVA showed that sensory–motor exercises with a game sense approach significantly improved executive and motor control across all variables compared to the control group. In comparison with the goal-oriented group, improvements were observed only in running speed and agility (p < 0.05).
Conclusion: Sensory–motor exercises based on a play-oriented approach can serve as an effective intervention to enhance executive and motor control in children with learning disorder.

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