درخت حوزه‌های تخصصی

Introduction: This research was conducted to determine whether professional athletes with Chronic Ankle Instability (CAI) exhibit differences in maintaining balance under conditions of with and without visual informationMaterials and Methods: Forty-five elite players with CAI were classified into soccer, volleyball, and basketball groups (n=15 each). All participants performed a static single-leg balance test in conditions wherein visual information was provided and withheld. Also, their center of pressure (CoP) oscillation parameters was measured. The data were examined through an analysis of variance (ANOVA) and the Tukey test.Results: A significant difference was found between the soccer and volleyball players (P=0.034) in anteroposterior CoP displacement. Furthermore, there was a significant difference between soccer compared with volleyball (P=0.001) and basketball (P=0.02) groups regarding mediolateral sway and sway area (P=0.003 and P=0.03, respectively) when they performed the test with their eyes open. A significant difference occurred between the soccer and volleyball players concerning anteroposterior and mediolateral sway (P=0.002 and P=0.04, respectively) and sway area (P=0.004) when they performed the test with their eyes closed.Conclusion: Given the necessity of maintaining a good balance in sports, volleyball coaches should design practices that reduce players’ reliance on visual information. These practices should strengthen their proprioceptive abilities through an increased challenge to their proprioceptive senses.

Instructional materials as a basic component of curriculums and a central constituent of standards-based programs play a provisional role in both setting the aims and leading the way. English textbooks in Iran’s public education are officially developed and used nationwide. One recently introduced English textbook series is Prospects (I-III) . It is intended for the the Iranian junior high schools and is normally supposed to guide teachers and provide students with the basic exposure to English as a Foreign Language (EFL) context. The textbooks, together with the lessons, have to be aligned in targeting educational objectives given the sequential nature of the intended grades and the serial contents of instruction. This study evaluated the vertical and horizontal alignment among the series’ textbooks and lessons drawing on Bloom’s revised taxonomy of educational objectives (Anderson & Krathwohl, 2001). The evaluation initially involved descriptive content analysis of the activities within and across the textbooks using a checklist developed based on the taxonomy. Then, the content matrixes were subjected to Porter et al.’s (2007) alignment index for the statistical assessment of lessons and textbooks’ alignment. The findings generally suggested that the lessons were tuned adequately, albeit accommodating mainly lower-order knowledge types and cognitive skills at the cost of discarding the higher-order ones. In addition, the statistically positive and significant PAIs of 0.93, 0.78, and 0.74 between Prospect I & II, Prospect I & III, and Prospect II & III, respectively pointed to a harmony in the series’ content. The paper discusses the findings and implications in the Iranian EFL context