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Tragedies arising from poor water resources management and planning are significantly more relevant than climate change and frequent natural droughts, especially in arid and semi-arid areas. Nearly 92% of total water is allocated to the agricultural sector in Iran. In this situation, cultivation patterns play an important role in agricultural water management. Evaluating the effect of each crop would help the stakeholders make a rational decision in choosing appropriate cropping patterns to avoid groundwater depletion as well as maintain their livelihoods. The Qazvin plain in Iran, whose aquifer has had a drawdown of nearly 20m during the last 15 years, was used in this case study. It has been modeled using system dynamics, which includes two subsystems: hydrology, for calculating groundwater level, and economy, for defining farmer’s income in the years from 1997 to 2011. The system dynamics, which included 17 crops, was developed after calibration by simple genetic algorithm and verification under extreme condition tests. To identify the economic and environmental effect of each of the crops, the system dynamics was run 18 times, removing crops one by one. It has been found that wheat plays an important role in causing a negative water balance but does not affect the farmers’ incomes as significantly as grapes. Two indicators, which included sustainable water resources and water exploitation, were employed to assess the scenarios as well. According to the results, no scenarios are fully sustainable for maintaining a steady aquifer, but scenario 1, which removed wheat from the cropping pattern, is the most sustainable and puts the least pressure on the aquifer.

Purpose The aim of this study was to investigate the effect of balance training intervention in children with autism spectrum disorder (ASD), and to explore the relative role of the sensory systems in such kids. Methodology We recruited 20 school children (IQ > 80) diagnosed with ASD, and categorized them in two groups; a 10-member training group (average age: 7.70 ± 1.05) and a 10-member control group (average age: 7.90 ± 1.10). Thus, following a six-week-long balance training intervention in four conditions of bipedal upright stance [compliant (Foam) vs. non-compliant (Hard) with eyes-open (EO) vs. eyes-closed (EC)], we examined measures such as mean velocity ( V ), anteroposterior (AP) and mediolateral (ML) axis displacement, and compared the results to those calculated prior to the initiation of the intervention using MANOVA test. Results This study showed that the balance training program efficiently improved the postural control in ASD suffering children, and that removing the visual and plantar proprioceptive information led to increased sway in both groups. The training group performed significantly better than the control group in all conditions. Conclusion It is thus concludable that children suffering from ASD can benefit from such balance training programs to improve their balance and postural control.

Objectives This study sought to determine whether learners’ self-efficacy and motor learning was affected by the type of feedback they were provided. Method Participants ( N = 24, M age = 19.51 years, SD = 1.08) were randomly assigned into one of two groups: knowledge of result after good versus poor trials. The task included throwing a tennis ball with the non-dominate hand to a target while wearing vision distorting goggles. Participants completed the Self-Efficacy Scale ( Bandura, 2006 ) before performing each block of 6 trials. A retention test without knowledge of results was conducted 24 h after the practice phase. Results The results demonstrated that learners’ motor learning was increased by providing knowledge of results after good rather than poor trials. Furthermore, the Self-Efficacy Scale results revealed that learners’ self-efficacy was enhanced by positive feedback. Conclusions The current findings indicate that positive feedback impacts learner’s self-efficacy, and enhances performance and motor learning.

The Comparison of Different Types of Observational Training on Motor Learning of Gymnastic Handstand The present study aimed at assessing the influence of three types of observational training on motor learning of gymnastic handstand. Fifty healthy male subjects (age 20.35±1.44) from the faculty of Physical Education, University of Shahid Chamran served as the participants in the study. They were randomly assigned to three groups: 1: Actual model observation group (AOG), 2: Actual model observation and verbal description group (AOVG), 3: Animated model observation and verbal description group (AONG). Each group underwent training for 3 weeks, 3 sessions per week. The whole sample practiced the handstand skill equally ten times per session. The acquisition test was preformed after the last session while the retention test was done 48 hours later. Values of p

Few studies have explored the contextual interference effect with children. The findings from these investigations have produced inconsistent results. The purpose of this study was to investigate further how the contextual interference effect influenced children learning a fundamental motor skill in a physical education class. Elementary students (N=36) practiced overarm throwing following traditional blocked or random scheduling. They were compared to a third group of participants practicing the same tasks following a schedule with systematic increases in contextual interference. Analysis revealed that all three groups improved during practice. Post-test results revealed performance differences in favor of the group that practiced with systematic increases in contextual interference. The findings reported here extend the results of previous studies by demonstrating that children can learn a motor skill by practicing with systematic increases in contextual interference. Theoretical considerations are discussed, as well as the relevance of the findings for practitioners and avenues for future research., Premalo je istraživanja koja su ispitivala učinke kontekstualnog utjecaja na učenje motoričkih znanja u djece. Rezultati tih istraživanja bili su proturječni. Cilj ovog istraživanja bilo je daljnje istraživanje učinaka kontekstualnog utjecaja na djecu koja uče osnovna motorička znanja na nastavi tjelesne i zdravstvene kulture. Učenici osnovnih škola (N=36) vježbali su osnovno bacanja loptice jednom rukom iznad glave u uvjetima tradicionalne, blokirane ili nasumične strukture kontekstualnog utjecaja. Rezultati tih učenika uspoređeni su s rezultatima treće grupe ispitanika koji su izvodili/vježbali isti motorički zadatak u uvjetima sustavnog povećanja otežavajućega kontekstualnog utjecaja. Rezultati su pokazali da su sve tri grupe ispitanika napredovale tijekom vježbanja. Rezultati finalnog mjerenja pokazali su također da je veći napredak zabilježen u grupi koja je vježbala u uvjetima sustavnog povećanja otežavajućega kontekstualnog utjecaja. Rezultati ovog istraživanja proširuju spoznaje dosadašnjih znanstvenih istraživanja ukazivanjem na činjenicu da djeca mogu učiti motorička znanja u uvjetima sustavnog povećanja otežavajućega kontekstualnog utjecaja. U članku su raspravljene teorijske osnove eksperimenta i praktičan doprinos dobivenih znanstvenih spoznaja te su predstavljene preporuke za daljnja znanstvena istraživanja.

A performer’s focus of attention has been shown to influence motor performance and learning in a variety of motor skills. The purpose of the current study was to examine the effects of an external and internal focus of attention on discus throwing. Participants (N=20; mean age: 22 years, SD: 1.58) were recruited from an undergraduate male student population that had limited experience with the task. Using a within-participants design, all participants completed five maximum effort trials under each attentional focus condition (external and internal). The results of a repeated-measures ANCOVA revealed that participants had a significantly more effective performance in external focus of attention condition compared with the internal attentional focus. These findings are in line with the previous studies showing enhanced motor performance as a result of using external versus internal focus of attention. Therefore, it is suggested that coaches and practitioners give instructions that promote an external focus of attention., Dokazano je da usmjerenost pažnje izvođača motoričkog zadatka utječe na motoričku uspješnost i motoričko učenje velikog broja motoričkih vještina. Cilj je ovog istraživanja bio utvrditi učinke vanjskog i unutarnjeg usmjeravanja (fokusa) pažnje na izvedbu bacanja diska. Dvadeset ispitanika, u dobi od 22±1,58 godina, bilo je uzorkovano iz populacije dodiplomskih studenata koji nisu imali velikog iskustva u izvedbi motoričkog zadatka. Svi su ispitanici izveli zadatak po pet puta maksimalnim intenzitetom u svakoj od situacija usmjerenosti pažnje (vanjska i unutarnja usmjerenost pažnje). Rezultati analize ANCOVA pokazali su da je motorička izvedba bila značajno učinkovitija u uvjetima vanjske usmjerenosti pažnje u usporedbi s izvedbom u uvjetima s unutarnjim fokusom pažnje. Rezultati ovog istraživanja u skladu su s rezultatima ranije provedenih istraživanja koji pokazuju poboljšanu motoričku izvedbu u uvjetima vanjskog fokusa pažnje u odnosu na unutarnji fokus pažnje. Preporuča se, stoga, da treneri i stručnjaci daju instrukcije sportašu u vidu promoviranja vanjskog usmjeravanja pažnje.

O presente estudo investigou se a aprendizagem motora de crianças pode ser beneficiada pelo "feedback" (conhecimento de resultados -CR) fornecido após tentativas relativamente boas de prática, ao invés de após tentativas ruins. A tarefa requeriu que os participantes arremessassem saquinhos de feijão em um alvo circular fixo, posicionado no chão, a uma distância de 3 m. Vinte e oito crianças do ensino fundamental (idade média: 10,6 anos) participaram deste experimento. A fase de prática consistiu de 10 blocos de seis tentativas. Após cada bloco de tentativas, um grupo (KR "good") recebeu CR relacionado aos três arremessos mais precisos, enquanto ao outro grupo (KR "poor") foi fornecido CR relacionado aos três arremessos menos precisos. Os participantes não foram informados sobre as tentativas nas quais o "feedback" seria fornecido. Imediatamente após a fase de prática, os participantes preencheram o questionário de motivação intrínseca. Um dia após a fase de prática, foi conduzido um teste de retenção composto por 10 tentativas, sem CR. Os resultados demonstraram que a aprendizagem foi melhorada através do fornecimento de CR após as boas tentativas de prática. Ainda, os resultados do questionário revelaram que a motivação intrínseca dos aprendizes foi aumentada pelo "feedback" positivo. Os presentes achados adicionam evidências de que os efeitos motivacionais do "feedback" possuem um impacto direto sobre a aprendizagem. The present study investigated whether children would benefit from feedback (knowledge of results, KR) provided after relatively good as opposed to poor trials. The task required participants to throw beanbags at a circular target that was placed on the floor at a distance of 3 m. Twenty-eight elementary school children (mean age: 10.6 years) participated in this experiment. The practice phase consisted of 10 blocks of 6 trials. After each 6-trial block, one group (KR good) received KR on the 3 most accurate tosses, whereas another group (KR poor) was given KR on the 3 least accurate ones. Participants were not informed about the trials on which they were provided feedback. Immediately following the practice phase, participants completed the intrinsic motivation inventory. One day after the practice phase, a retention test consisting of 10 trials without KR was conducted. The results demonstrated that learning was enhanced by providing KR after good trials during practice. Furthermore, the questionnaire results revealed that learners' intrinsic motivation was increased by positive feedback. The present findings add to the accumulating evidence that the motivational effects of feedback have a direct impact on learning.

Background: The aim of this research was to assess effect of8 weeks aerobic exercise on pulmonary indexes of force vitalcapacity (FVC) and force expiratory volume in one second(FEV1) in obese women.Methods: Initially, a total 200 women of National Iranian SouthOil Company (name of the place) were enrolled in this study.Subsequently, 40 women with body mass index ranging from25 to 29.9 were selected as study population. The studypopulation was devided in 2 groups, each with 20 women. Onegroup (experimental group) performed aerobic exercise for 8weeks and the other group did not perform any specific physicalexercise. FVC and FEV1 were measured in all subjects beforethe commencement of the study and after the end of the study.Results: The age of the subjects ranged from 40 to 50 years.There was no significant difference in values of FVC and FEV1between experimental study population and control group atstart of the study. However, the levels of both FVC and FEV1increased significantly in experimental group compared tocontrol group.Discussion: Aerobic exercise seems to have an effect onpulmonary function of obese Iranian female.Abbreviations: FVC: Force vital capacity; FEV1: Force expiratoryvolume in one second; BMI: Body mass index; MHR: Maximumheart rate; NICOS: National Iranian South Oil Company.

The aim of this research is to consider the Effect of Eight weeks Hydrotherapy Exercises on the Mental Health of Men staffs of Bid boland gas purge company of Omidiyeh city. The method of this research is semi-experimental type that has been done on experimental and control groups. Celburg and healer general health questionnaire GHQ-28 has been used in this study. This questionnaire has four dimensions (Physical Complaint, Anxiety, Disorder in Social adequacy, Depression).Also by using hydrotherapy exercise in the format of aerobic exercise the experimental group was practiced in swimming pool. The statistical society for the study is all the 40-50 years old male employees (n=200) in the Bid boland gas purge company that after calculating the mean of mental health scores (mean=50.69) and also standard deviation (SD=13.88) in statistical population, with one and half SD higher than average (50.69+(1.5×13.88), 40 participants were selected and then these people randomly divided into 2 experimental(n=20) and control(n=20) groups. Analyzing of data was performed by computer and using spss software and statistical method of independent-sample t-test. Considering the study findings showed that hydrotherapy exercise of running in water with intensity of 60% to 70% of Maximum Heart Rate (MHR) has a positive effect on mental health and its dimension. Since level of hormones such as nor epinephrine, serotonin and dopamine is low in body of some one who is suffering than depression and anxiety. It seems that hydrotherapy exercise could increase level of these hormones. (Gaszkow,2004)suggest to person who is suffering than depression,anxiety that for decrease depression and anxiety and another disorders do hydrotherapy exercise in swimming pool with intensity of optimal aerobic exercise that was suggested by researcher.(Netz,2005). In addition, when exercise is done in water the persons have at least pressure on their joints in compare with do exercise in out of water and also have goog feel.

The purpose of present research is Comparison amount of depression, anxiety and also obsession between active and inactive men students of Islamic Azad University Omidiyeh Branch (IAUOB). This is a descriptive study that has been done on men students of IAUOB. For evaluation of depression, anxiety and obsession the SCL-90-R (symptom check list-90-Revised) questionnaire by Derogatis and et al (1973) was used. It has 9 dimensions that in this research we just focused on 3 dimensions that mentioned in the title. The statistical population of this research was all men students of University that from them 200 persons (active students= 100 & inactive students = 100) by randomly filled out the psychiatric symptom questionnaire. After their psychiatric symptom evaluation of statistical sample and collect of information the statistical analyze ion of data has been done by computer and SPSS with the use of independent samples test method and also a ≤ 0.05. The results show that there is significant difference between mean of scores in active and inactive students on variables of anxiety (active = 0.42 ± 0.50) (inactive = 0.77 ± 0.56) and obsession (active = 0.70 ± 0.60) (inactive = 0.95 ± 0.72).But there is no significant difference on variable of depression (p-value = 0.936).