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 Aria Fathi Niazi, Dr Mansur Eslami, Dr Somaieh Namdar, Mr Mortaza Homayoun Nia,
Volume 8, Issue 15 (8-2018)
Abstract
The purpose of this study was to examine the effect of mental training compared with physical training on on foot joints and accuracy of instep penalty kick in soccer. Method research was a quasi-experimental. 33 male students of Mazandaran University organized in three groups (physical training group, mental training group and control group). After pre-test, mental and physical training groups did their practices and then participated in post-test. Kinematic data were recorded with a camera (JVC, 200HZ), and each penalty score was considered as an indicator of accuracy. Lower extremity joints (hip, knee and ankle) angle in sagittal plane and ball to foot velocity index were calculated with MATLAB2010 software. To find differences, ANOVA and tukey test was done with SPSS18 (α=0.05). Range of motion of hip and ankle joints had positive significant effect with accuracy (r=0.415 and r=0.562 respectively), but there was no significant effect between knee range of motion and accuracy. Regard to this research, we could propose to soccer trainers both practice manners depend on their conditions.
