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The aim of the study was to evaluate the factor analysis and internal consistency of
a Persian version of the Athletes’ Retirement Decision Inventory (P-ARDI).
Fernandez et al. (2006) developed this instrument based on the push, pull, antipush,
and anti-pull point of view. We required 243 Iranian elite competitive athletes
(mean age = 25.19 years; 81% male) to complete the questionnaire. The factor
structure of the P-ARDI was evaluated by explanatory and confirmatory factor
analysis. The internal consistency was determined by Cronbach’s alpha. According
to the results, four-factor solution principal component analysis accounted for
65.02% of the variance of the final 36-item version of the P-ARDI. The Cronbach’s
alpha coefficient for the aforementioned factors was found to be greater than 0.7.
In sum, the results suggest that the retirement decision process was found to be
much more complex and multidimensional.

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The aim of this study was to compare the effect of training type (full-error and error-less) and skill level on the development of mental representation of putt golf skill. For this purpose, 44 undergraduate physical education students (22 women, 22 men; mean age 22.34 and standard deviation 4.37) were randomly divided into two groups: error-less (near-to-far) and full-error (far-to-near). The two groups practiced in the one-day acquisition phase of 3 blocks of 10 attempts for throwing distances (25, 50, 75, 100, 125, 150 and 200 cm). The error-less group started training from the closest distance to the goal and reached the farthest distance, respectively, but the full-error group started training from the farthest distance and finally reached the closest distance. At the end, they were tested immediately. One day after the acquisition phase, delayed retention tests, single task transfer (from a distance of 225 cm) and dual task transfer (from a distance of 200 cm simultaneously with audio playback) were performed. To compare the effect of error-less and full-error training on the acquisition, retention and transfer of putt golf skills, data analysis of the acquisition stage was analyzed by repeated measures analysis of variance (2×8). SDA-M test was used to measure the structure of mental representations formed in the two groups before and after the acquisition period, and hierarchical cluster analysis  0.05) was used to analyze the mental representations.  Our Findings showed significant functional changes in the post-exercise mental representation structure, suggesting that motor skills are associated with functional adaptation of action-related knowledge in long-term memory.

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Coaching is a dynamic and multidimensional process that involves the interaction between the coach, the athlete, the environment and the task, in order to enhance the athlete's performance. Based on the evidence, the coaching method can affect the behavioral aspects of the athlete. In this study, the effectiveness of student-based and coach-based coaching styles on sport self-efficacy and athletic performance of female gymnasts was studied. The research method was quasi-experimental and a pre-test-post-test design was used. The statistical population was female semi-professional gymnasts aged 11-14 in Tehran. The sampling method is one-stage cluster and the research sample was 40 female gymnasts. Variable assessment tools included Sport Self-Efficacy Questionnaire and a researcher-made sports performance Checklist. After the pre-test, the groups performed the athlete- based and coach- based exercises protocol separately for two months and two days a week in one-and-a-half-hour sessions. Covariance analysis was used to test the hypothese. Findings in the post-test stage showed that sport self-efficacy (P <0.001) and athletic performance (P <0.001) of female gymnasts in the student-based group were significantly higher than the coach-based group. It is concluded that student-based exercises style is more effective in increasing Gymnasts' sports self-efficacy and athletic performance compared to coach-based, and coaches are suggested to pay special attention to student-centered exercises in the training program for semi-professional gymnasts.

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The effect of relative and chronological ages on the motor abilities of 7 to 12 year old students
Abstract
The aim of this study was to investigate the effect of relative and chronological age on the motor abilities of students aged 7-12 years. 600 male and female students were selected in three age categories: 7-8 years, 9-10 years, and 11-12 years. To determine the relative age, the date of birth was collected. Then, the months of their birth were determined and it was converted into months and years. The motor ability test was used to assess motor ability. Results showed that the chronological age was significant for the variable of motor abilities. Also, the relative age was significant for the variable of motor abilities. Comparison of means showed that the students born in the first and second quarters have a higher mean motor ability than students born in the third and fourth quarters. Also, students born in the fourth quarter have the lowest average motor ability. Results showed that the relative age on chronological age was significant. Therefore, female students for each of the age groups in the first and second quarters of the year have the highest score of motor ability, and female students in the age groups of 7-8 years, 9-10 years.
Keywords: Relative age, Students, Motor Ability, Chronological Age