درخت حوزه‌های تخصصی

Background: Myofascial pain syndrome (MPS) is caused by sensitive spot in muscles that are known as trigger points (TPs) which can have complications that can affect person's quality of life. Massage and self-myofascial-release (SMR) are two non-invasive techniques which are used to reduce the side effects of TPs. Aim: The present study is intending to compare the effect of the two mentioned techniques in reducing complications caused by TPs such as reduced ROM and pain in women with MPS of the trapezius muscle. Materials and Methods: 45 women aged 20-25 years with active TPs in the trapezius muscle were randomly divided into two experimental groups and one control group. The research process was one week which consists of pretest, 5 days intervention and post-test. The variables included pain measured by OBER questionnaire and ROM of neck measured by goniometer. Results: The results of the study showed that massage can have a significant effect on the ROM of neck including neck flexion (P= 0.00), extension (P= 0.00), left (P= 0.00) and right (P= 0.004) lateral flexion and left (P=0.00) and right (P= 0.04) rotation (P<0.05). Both massage and SMR interventions had a significant effect on reducing pain measured by OBER questionnaire (P<0.05). Conclusion: Findings of this study showed that myofascial release massage can have better effects on increasing neck ROM. Both treatment modalities are useful in reducing pain. Based on the obtained results, we recommend that specialists use massage intervention instead of myofascial self-release (SMR) for individuals suffering from MPS and neck pain, in order to achieve quicker and more extensive results.

Background: Research shows that new technologies have increased the tendency to use electronic sports in physical education activities. Studies on physical education activities and e-sports are relatively new and scattered in their focus. However, universities and professionals are growing interested in further research in this area. Aim: The purpose of this study is to systematically review the research done in e-sports and physical education. Materials and Methods: A search was made using EBSCO, Scopus, and Web of Science databases to collect information on the articles. More than 250 scientific articles from 2000 to 2024 were reviewed. The keywords used were: ("Internet sports" or "electronic sports" or "online sports" or "virtual sports" or "E-sport) and ("physical training" or "sports training" or "fitness training" or "Exercise instruction" or "Sports education" or "physical education"). After removing duplicates, 200 articles were screened by reviewing titles and abstracts, resulting in the exclusion of 100 articles that did not meet the inclusion criteria related to integrating electronic sports and physical education. The full texts of the remaining 100 articles were assessed, leading to the exclusion of 36 more articles due to insufficient data or lack of relevance, leaving 64 articles selected for detailed analysis based on their comprehensive coverage and relevance to the study. Then, the selected items were fully studied and finalized, and the items that were more complete than the others were chosen as references. Conclusion: The study identified critical organizational, technological, individual, and environmental factors influencing the implementation of e-sports. It also highlighted nine mediators’ factors essential for effective execution. Strategies like gamification, e-sport fitness challenges, cross-training, team building, health education, e-sport analysis, and smartening education were proposed to support the model's implementation. The expected outcomes of applying this model in physical education include improved cognitive skills, increased physical activity, enhanced social interaction, inclusivity, and technology skill integration. The study emphasizes that considering these factors and strategies will aid in successfully implementing the conceptual model.

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.