1 2717-3283 Prof. Mehdi Shahbazi 65 1-2. Neuroscience The Effect of Physical Activity with Different Levels of Cognitive Load on Executive Control Network of Attention in Youth Eskandarnejad Mahta b Rezaei Fahimeh c b Associate Professor, Faculty of Physical Education and Sport Science, University of Tabriz, Tabriz, Iran c PhD Student, Faculty of Physical Education and Sport Science, University of Urmia, West Azerbaijan, Iran 1 11 2021 3 4 1 11 31 03 2021 03 08 2021 Background: Physical and cognitive activities have positive effects on cognitive functions, but have been rarely applied in combination. The aim of present study was to investigate the effect of physical activity with different levels of cognitive load on executive control network of attention in youth. Methods: 30 sedentary female students with an average age 22.63 ± 1.92 years were selected by convenience sampling and divided into three groups (physical activity without cognitive load, physical activity with cognitive load and control). The experimental groups practiced training program specific to groups for 16 sessions, but the control group performed their daily activities. Participants performed Attention Networks Test before and after the training program. Data were analyzed by ANCOVA in the significant level of 0.05. Results: The results of statistical test showed no a significant difference between the scores of the three groups in executive control network of attention. Conclusion: According to the results of this study, it seems that physical activity with and without cognitive load does not have a significant effect on the efficiency of the executive control network of attention in young people.
70 2. Motor control Reduce Depth Perception Error by Viewing 3D Images Compared to 2D Images Mafi Hossein d Tahmasebi Boroujeni Shahzad e d PhD Student of Motor Control and Learning, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran e Associate Professor, Department of Motor Behavior and Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran 1 11 2021 3 4 12 18 03 04 2021 19 08 2021 Background: Depth perception is a visual component that allows individuals to judge accurately the distance of objects and it is involved in many of the motor skills involved in locating, hitting and grasping to objects. Therefore, evaluating interventions to improve depth perception can be effective in increasing motor skills efficiency. Objective: The purpose of this study was to investigate the effect of viewing 2D and 3D images on the depth perception of female athletes’ students. Methods: The participants were 30 female students of the Faculty of Physical Education of the University of Tehran (with an average age of 21±2 years) who participated in the research in an accessible way. The instrument used was the B122 Depth Electrical Testing Device. First, all participants were given a pre-test of depth perception (5 trials). Then the participants were randomly divided into 3 groups of 10 persons (control group, two-dimensional image group, and three-dimensional image group). After intervention, post-test of depth perception was performed. Results: Results showed that the difference between the post-test scores of depth perception at the error level of 0.05 was significant (P = 0.012). Also, the three-dimensional image group showed less error in the depth perception test than the two-dimensional image group (P = 0.003). Conclusions: Based on the findings of this study, 3D displays can be used as a tool to facilitate the educational process of sports disciplines that require high depth perception. 59 1-3. Sport Psychology The Role of Cognitive Emotion Regulation Strategies on Predicting Aggression and Competitive Anger among Athletic Students Behjame Fatemeh f Gharayagh Zandi Hasan g Khabiri Mohammad h f M.Sc., Sport Psychology, Department of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran g Assistant Professor, Department of Sport Psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran h Associate Professor, Department of Sport Management, Faculty of Physical Education and Sport Science, University of Tehran, Tehran, Iran 1 11 2021 3 4 19 26 20 02 2021 06 10 2021 Background: The pressure of competitive sport in some situations can cause aggression and anger. Objective: The purpose of this study was to determine the role of cognitive emotion regulation strategies on predicting aggression and competitive anger among athletic students. Methods: In this study 137 athletic students were participating voluntary, they were doing different sports and were chosen randomly. In order to collecting data Cognitive Emotion Regulation Questioner and Competitive Aggressiveness and Anger Scale were used. The Pearson correlation test and multiple regression analysis were used to analysis data. Results: The results showed that the components of self-blame, blaming others can positively predict aggression and anger. Positive re-focusing also negatively predicts aggression and anger. No significant relationship was found between other cognitive emotion regulation strategies and aggression and competitive anger. Conclusions: Promoting and modifying cognitive emotion regulation strategies seems to be effective in reducing athletes' negative emotions such as competitive anger and aggression. Sport psychologists are advised to use cognitive emotion regulation interventions to reduce athletes' anger and aggression. 75 1. Motor learning The Effect of Normative Feedback on Goal Orientation and Learning of Dart Throwing Doosti Masoumeh i Daneshfar Afkham j i PhD Student at Motor Learning, Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, University of Tehran, Tehran, Iran j Associate Professor, Sport Sciences Department, Alzahra University of Tehran, Tehran, Iran 1 11 2021 3 4 27 35 06 04 2021 27 09 2021 Background: The aim of this study was to investigate the effect of positive and negative normative feedback on goal orientation (task orientation and ego orientation) and darts throwing learning in young girls. Method: Thirty-five young girls with a mean age of 22.7 (±1.5) were divided into 3 groups of positive, negative, and control normative. After 9 trials as a pretest, participants practiced 60 darts throwing trails in 2 sessions (30 throws per session, 10 sets of 3 trails) and after 24 hours, retention and transfer tests were taken and participants completed a goal orientation questionnaire in the post-test again. Results: The results of the mixed analysis of variance test 3 (group) * 4 (test) showed that the normative feedback had no significant effect on reducing the two-dimensional variable error (VE) of dart throwing (P <0.05) and no difference was observed between the groups in the test stages. However, all groups showed a reduction in radial error (RE) during the learning. Also, the participants' task orientation did not change during the experimental period, but ego orientation increased significantly from pretest to posttest (P <0.05). Conclusion: These results show that normative feedback (positive or negative) can negatively affect people's ego orientation and increase the importance of superiority and comparison of their performance over others in the individual. 109 1. Motor learning The Neurophysiological Effect of Attentional Focus as a Function of Expertise in Postural Task Pashabadi Ali k Jamshidi Aliashraf l k Faculty of Sport Sciences, Kharazmi University, Tehran, Iran l Assistant Professor of Physiotherapy, Tehran University of Medical Sciences, Tehran, Iran 1 11 2021 3 4 36 45 28 06 2021 03 10 2021 Background: Examining effects of attention on motor performance at the neurophysiological level, considering the skill level, seems there are still ambiguities. Objectives: The purpose of the present study was to examine the neurophysiological effect of Attentional Focus on in postural task as a function of skill level. The performance (postural sways) and muscular activity changes was recorded shift concurrently in two attentional conditions. Methods: 20 gymnasts (19-26 Years old) participated and assigned to groups of skilled (10 years’ experience) and novices (3-5 years history of training in Gymnastics). All participant of both groups performed ten trails of semi-dynamic balance (10 seconds) in tow conditions of internal and external focus in a counterbalanced order. Postural sways were measured using Biodex Stabilometer and Electromyography (EMG) signals of Tibalis Anterior and Soleus muscles recorded using ME6000 device. Data were data were analyzed using 2×2 mixed ANOVA. Results: Results showed higher performance (less postural sways) and reduced EMG under external focus condition for novices and lower EMG activity for experts. Conclusion: Research findings (enhanced performance and reduced EMG) support Constraint action hypothesis. Focus of attention can have profound effects on motor behavior and the underlying neurophysiologic factors regardless of skill level but in behavioral level of analyze it effects depended on expertise. 47 1-1. Motor Development Comparison of The Effect of a Selected Training Period and Core Stability on Object Control Skills in 4-6 Years Old Children Ghaedy Meysam m Rostami Robabeh n Chahardah Cherik Majid o Khoshbakht Fariba p m Ph.D. Student, Sport Sciences Department, University of Shiraz, Shiraz, Iran n Associate Professor, Sport Sciences Department, University of Shiraz, Shiraz, Iran o Assistant Professor, Sport Sciences Department, University of Shiraz, Shiraz, Iran p Associate Professor of School and Pre-School Education 1 11 2021 3 4 46 58 09 08 2021 24 11 2021 Background: Fundamental motor skills form the basis of the development of sports skills. The purpose of this study was to compare the effect of a selected training period and core stability on child object control skills. Method: The statistical population of this study included all the 4-6-year-old boy children in the kindergarten schools and preschools of Shiraz during in the academic year 1397-98. 45 individuals were randomly divided into three groups (15 in control group, 15 in experimental group and 15 in core stability training group). The research method was quasi-experimental and the research design was pretest-posttest with control group. In this study, the TGMD2 test was used. Shapiro–Wilk test was used to check the natural distribution of data. Data were analyzed using MANCOVA. P ≤ 0.05 was considered as the level of significance. Results: The results showed that selected exercises and core stability can improve object control skills. The results showed that selected exercises and core stability can improve object control skills. Conclusion:  Based on the findings of the study, it can be recommended to improve the basic skills of children, especially their object control skills, by designing selected exercises and central stability and implementing them during school hours.