درخت حوزه‌های تخصصی

This study aimed at determining the effect of cathodal Transcranial Direct-Current Stimulation (c-tDCS) of Dorsolateral Prefrontal Cortex (DLPFC) on learning simple volleyball serves. This semi-experimental study was performed as pre-test and post-test with a control group. Thirty male volleyball players with an average age of 14±0.50 years were selected through purposeful sampling based on inclusion and exclusion criteria. The participants were randomly assigned to experimental (n=15) and control (n=15) groups. During eight consecutive sessions, the left DLPFC of participants was stimulated for 10 min using sham and real c-tDCS of 1.5 mA before each session. The participants then performed 35 simple volleyball serves. Absolute error and total variability of participants' performance in pre-test, in the first, third and eighth sessions were recorded. Data analysis by repeated-measures showed that there was a significant difference between absolute error (F=14.597, P = 0.001) and total variability (F=17.523, P = 0.001) of experimental and control group performance. ANCOVA showed that absolute error and total variability of the experimental group performance was respectively (P = 0.013 and P = 0.018) in the first session, (P = 0.021 and P = 0.007) in the third session and (P = 0.001 and P = 0.001) in the eighth session, which were significantly higher than that in the control group. Thus, it seems that c-tDCS of DLPFC is associated with reduced declarative memory activity in the cognitive stage leading to a negative impact on serve learning in beginner volleyball learners.

The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on aggression and assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary schools, of whom 45 male students were randomly assigned to two experimental and one control groups (15 per group) using convenience sampling. The Shahim Aggression Questionnaire for Elementary School Students (2006) and the Gmbryl and Ritchie’s Assertiveness Questionnaire (1975) were used to collect data. After the pre-test, one of the experimental groups received a play therapy program while the other group received narrative therapy. Afterward, all the groups sat for a post-test. Moreover, although the control group did not receive any therapy, they were required to participate in pre-and post-tests and complete the questionnaires. The covariance analysis revealed a significant difference in aggression and assertiveness between cognitive-behavioral play therapy, narrative therapy and the control groups (0.001). Narrative therapy was more effective at reducing aggression than cognitive-behavioral play therapy, with an effect size of 69%. Additionally, narrative therapy was more effective than play therapy at increasing assertiveness, with an effect size of 74%.  Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.