درخت حوزه‌های تخصصی

Background: Rapid modern world changes have impacted efforts to educate children with abilities and skills suitable for societal goals. Aims: The aim of the study was to investigate the effects of active video games and selected movement games on children’s physical literacy and self-concept. Materials and Methods: Sixty 8-12-year-old children from Ahvaz City were selected and assigned into three experimental and one control groups. Physical literacy and self-concept were assessed in pretest. The active video game group played Xbox Kinect bowling, athletics, tennis, soccer, volleyball, basketball games. The selected movement game group played researcher-designed games. The mixed game group engaged in both activities over 12 video and 12 movement game sessions for 8 weeks, with 30-minute per session. Data were analyzed by MANOVA and student t-test. Results: The results showed that active video games and selected movement games influenced children’s physical literacy and self-concept. Further, significant differences were found between the experimental groups' physical literacy and self-concept outcomes. The selected movement game and mixed game groups performed better in these measures than other groups. Conclusion: Results suggest parents and teachers consider implementing the selected movement games and active video games to bolster physical literacy and self-concept in children.

Background : High altitude environments can cause a range of physiological changes in the body, and adolescents may be particularly vulnerable to the effects of altitude sickness. Acetazolamide has been shown to be an effective treatment for altitude sickness, but further research is needed to determine its impact on physiological variables among adolescents at high altitude. Aim: The aim of this study was to investigate the effects of acetazolamide in adolescents over 17 days at high altitude. Materials and Methods: Twenty-five healthy adolescents volunteered for this study and were randomly separated into control group (CG, n=12) and acetazolamide group (AG, n=13). AG took 250mg of acetazolamide. Resting Heart Rate (RHR) and Acute Mountain Sickness (AMS) using the Lake Louise questionnaire were measured each morning and afternoon during field testing; Resting Blood Pressure (RBP) was measured each afternoon. Pre- and post-blood samples (haemoglobin (Hb) and haematocrit (Hct)) were taken at sea level (SL) one week before departure and within 40 hours on return to SL. Results : Significant differences between groups for RHR on days 2, 3 and 5; systolic blood pressures for day 4 and 13 ( P <0.05). No significant difference between groups for diastolic blood pressure, pre- and post-altitude for Hb, Hct and PV. AMS scores did not differ from the two groups except on morning of day 12 ( P <0.05). Discussion and Conclusion : Results revealed that acetazolamide did not significantly induce changes to adolescents’ AMS scores and physiological changes. However, adolescents may consume acetazolamide to achieve lower RHR that may enable them to accommodate to HA, prolonging exercise in similar environments.

Background: Physical education (PE) plays a crucial role in fostering an enjoyment of physical activity (PA) and developing physical literacy in students. This, in turn, contributes to lifelong health and well-being. Aim: The study explored the association between teachers’ perceived physical literacy, students' enjoyment of PA, and physical literacy. This was done by investigating the mediating role of teachers' self-efficacy in teaching PE. Materials and Methods: The sample included 40 physical education teachers and 100 students in 7 to 9 grades of secondary education, totaling 140 participants. The teachers completed the Physical Education Teachers' Perceived Physical Literacy Instrument (PPLI) and Teacher Self-Efficacy Scale (TSES). In contrast, the students completed the Physical Activity Enjoyment Scale (PACES) and Adolescent Physical Literacy Questionnaire (APLQ). Results The results from the structural equation modeling confirmed the model's fit and showed that teachers’ perceived physical literacy and self-efficacy have a direct and positive relationship with students' enjoyment of PA and physical literacy. Additionally, teachers' self-efficacy indirectly mediated the relationship between teachers’ perceived physical literacy and students' enjoyment of PA and physical literacy. Conclusion: The results underscore the importance of teachers' perceived physical literacy in fostering positive student outcomes concerning PA by mediating the role of teaching self-efficacy.