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The role of job attitudes on organizational perception has recently received attention by organizational behavior researchers. The purpose of this study is to investigate the relationships between organizational perception, job involvement, and job motivation among male employees in state sport organizations. The sample consisted of 66 male employees who were working for a state sports organization. In this study, separate questionnaires were used to measure job organizational perception (Eizen Berger, 1986), job involvement (Ladahl and Kejner, 1965), and job motivation (Vagner, 1995). The questionnaires were found to be valid and reliable. The findings showed a positive and significant (p<0.05) relationship between organizational perception and job involvement (r=0.58, p= 0.001). It was revealed that increasing organizational perception is related with increasing job involvement. There was a positive and significant correlation between employees’ organizational perception and job motivation (r= 0.69, p=0.001), which suggests that increasing organizational perception is related with increasing job motivation. The results also indicated a positive relationship between employee job involvement and job motivation (r= 0.73, p= 0.002). Hence the more employees were involved in their job, the more they were motivated to do the job. It is recommended that organizational managers should consider these psychological variables and provide their employees with opportunities to increase their organizational involvement and job motivation.

The purpose of this research was to study the effect of 12-week physical activity on resiliency, productivity and reducing staff absence based on public health of the female staff of Islamic Azad University. In this paper, we used the pretest-posttest quasi-experimental study designs The method of this research was semi-experimental and carried out having pre-test and post-test with pre-test -post-test design with two control and experimental groups. The population of the research was consisted of 94 individuals among whom, the female staff of the university out of 94 academic staff, 48 persons were randomly selected and assigned to either of the control or experimental groups each containing 24 subjects. The tools for gathering data were the resiliency inventory of Connor and Davidson (2003) with Cronbach's alpha of r=0.90 and validity of r=0.84. The other questionnaire used for the productivity of workplace was and productivity inventory of Hang (2008), its reliability using reliability was r=0.71 and its validity was r=0.60 were used in order to measure the study variables. To test hypotheses independent t test and Mann Whitney test were used at α=0.05 to analyze the data. The results showed indicated that 12-week physical activity had significant effect on resiliency and productivity of the staff subjects. But the 12-week physical activity has not had a significant while the positive effect on reducing staff absence. It is recommended that managers stimulate regular physical exercise to all staff in organizations and to establish practical plans to provide physical activities, especially female staff whom suffering from special restrictions, can take advantages of this plan (productivity and resiliency).

Music is used as a means for increasing cardiovascular efficiency, achieving relaxed in the beginning an exercise program, creating an arousal state in sustaining the exercises and factors that treat human well- being (Copland and Frank,1991; Macone et al.,2006; Dyrlund et al., 2008). The purpose of this research was to study the effects of music on health related fitness and general health of university female physical education students. The samples of this study were 30 students that randomly assigned into equal experimental and control groups. General health questionnaire (Gold berg, 1979) and physical fitness test (AAHPERD, 1980) were used as two instruments for this study. Validity and reliability of these tests were reported successfully. Psychological well-being was measured by this questionnaire. First two groups responded to a questionnaire and participated in health related fitness tests. The experimental group exercised 12 weeks with music, two sessions each week, each consisting of 90 minutes while the control group exercised and received no music. Testing the proposed hypothesis at p<0.05 showed the following results: there were significant differences between general health and its dimension (somatic symptoms, anxiety and insomnia, social dysfunction, severe depression) between two groups. The analysis of results also showed that the general health of the group that received music while doing physical fitness was increased. There were no significant differences between the two groups in health related fitness. So, it is recommended that coaches and sport supervisors, with recognition of these factors, help the students for increasing good psychic readiness.

In the last decades, the mental health and personality characteristics of athletes, especially disabled athletes, have received special attention by researchers (Valliant, et al. 2010, Di Russo, et al. 1985) The purpose of this study is to compare sport personality characteristics (introversion / extraversion, adaptability, goal setting, anxiety, motive, potential) and mental health (depression, anxiety and insomnia, social dysfunction, somatic symptom) between disabled athletes and non-disabled athletes in individual and team sports. 110 disabled athletes in individual and team sports, and 110 non-disabled athletes in individual and team sports were selected through a random sampling. The Smith questionnaire (2003) and Goldberg questionnaire (GHQ-28) were used to measure sport personality characteristic and mental health of the subjects respectively. The validity and reliability of these instruments were reported to be successful in many different studies. The results of ANOVA at p < 0.05 indicated that there were significant differences between sport characteristics of disabled and non-disabled athletes both in team and individual sports (F = 5.10, p = 0.001). Further comparison showed the difference between sport characteristics of disabled athletes in team sports and non-disabled athletes in individual sports was significant. Disabled athletes in team sports (M = 346.48) scored better than non-athletes in individual sports (M = 339.23). The results of comparison between disabled athletes both in team and individual sports indicated that disabled subjects in team sports (M = 346.48) scored better in individual sports (M = 340.52). The differences were significant in comparing mental health between disabled athletes and non-athletes in both team and individual sports (F = 23.02, p = 0.0001). The results of the post hoc test indicated that non-disabled subjects in individual and team sports scored better in mental health than disabled subjects. So, it is suggested that the psychological functioning of disabled athletes in individual and team sports might be enhanced through active participation in athletic events.

Instructing students to set goals, self monitor, self-evaluate and self-reinforce has improved behavior and academic performance in a wide range of treatment and educational situations (Barros, 2010; Anderson, 2005). The purpose of present study was to compare the effects of augmented feedback with imposition frequency on self-control and yoked conditions in acquiring and retaining the accuracy of throwing in fifth grade elementary school children. A total of 160 children with age range of 10-11 years based on the kind of feedback control they received (self-control / yoked control (non self-control)) and gender (boy/ girl) were randomly assigned to 4 groups of 40 subjects and performed the task that required to toss the sandbag (100 gr.) at rated concentric circular targets by eyes closed and non dominant arm. The participants in self-control group, received feedback at any necessary time and frequency they asked while the yoked subjects received feedback on the same trials as their self-control counterparts asked for. In acquisition phase, subjects in each group performed 60 trials in 3 sessions each consisting of 20 trials and received feedback based on the type of feedback of their own group (self-control/ yoked control). Both groups participated in retention phase which consisted of 10 trials in 48 hours right after the end of acquisition phase, and no feedback was given to neither groups. In order to examine the effect of high and low feedback frequency to test the intended hypothesis, each group was then divided in two equal high and low feedback frequency subgroups. To analyze the data, descriptive and inferential statistics (ANOVA) were used. The findings indicated that in each of the four groups of self-control and yoked, the subgroups of high feedback frequency compared with the low feedback frequency in both of the acquisition and retention phases significantly acquired better results. The F- values were reported to be significant at P<0.05 level. In conclusion, this study found that high feedback frequency had positive effect on learning process than low feedback frequency. It means that elementary school children at this age are more prone to learn simple motor skills if they are provided the opportunity to receive high feedback frequency. It is, therefore, recommended that physical education teachers who work with younger children use augmented feedback especially with high frequency to improve effective learning.

The importance of postural control for performing the correct daily activities of human or complicated sport activities has been documented, thus it is necessary to assess and identify the level of neuromuscular performance in different age groups or different levels of sport activities(Pollock, et al., 2000; Punakallio, 2005). With respect to the fact that fatigue is an undeniable component of sports (Grible, et al., 2007, Helbosted, et al. 2010), the main purpose of this survey was to study the effect of three different type of fatigue protocols on dynamic balance among the female university student athletes. Among those who volunteered, a total of 20 female student athletes were randomly selected. In order to measure balance and fatigue, The Star Excursion Balance Test and Borg’s Perceived Exertion Scale were employed. The Star Excursion Balance Test was used as a pre-test. All subjects participated in every other week in three different protocols (aerobic, anaerobic, functional). The Bruce standards protocol (1973), Wilkins’s seven steps protocol (2004), and Susco treadmill protocol (2004) were used to measure aerobic, anaerobic, and functional protocols respectively. After performing each level of the protocol and when the participants scored 15 on t he Perceived Exertion Scale, the subjects stopped the protocol, and the Star Excursion Balance Test was then given. The scores of this test were used as post-test. The results of one- way analysis of variance showed that the three different protocols had different effects on generating fatigue and the differences were significant at P<0.05. The results of the Post hoc test indicated that anaerobic protocol group showed lower balance (Mean= 90.30) in comparison with aerobic (Mean= 98.75) and functional protocol (Mean= 101.59) groups. It means that anaerobic protocol produced more fatigue than any other programs. The aerobic and functional protocols were second and third in producing fatigue. Since balance is assumed to be one of the physical ability components, and plays very important role in performing different physical activities, base on the results of this study it is therefore recommended that coaches should pay attention to the effect of fatigue that is more produced during performing anaerobic training. It further means that the anaerobic exercise, due to generating more fatigue, may cause to reduce skill performance more than aerobic and functional exercises.

Research in motor learning has always been looking forward to find out the best way to help the acquisition and the retention of different motor skill teaching (Fialho et al, 2006). An effective factor on measures of learning is scheduling of practice session (Zeto et al, 2007). The purpose of this study was to investigate the effects of low and high contextual interference on acquisition, transfer and retention of volleyball service skill of the first grade female high school students, aged 15-17 years. 30 students were assigned by random method in two groups: low interference (blocked practice) and high interference (random practice). In order to make sure that the two groups are the same, both groups participated in a pre- test. AAHPERD volleyball test (1969) was used to measure volleyball service. Both groups performed practical programs for six week, two sessions per week. The blocked group performed 20 services which consisted of 10 simple services and 10 tennis services successively. And random group performed 20 services, one simple service and one tennis services consecutively. The transfer test was performed 24 hours after the completion of the last acquisition practice, and the retention test was performed 48 hours after transfer test. The results of repeated measures showed that both groups (random and blocked) improved significantly their volleyball skills in acquisition, transfer, and retention phases. When the blocked and random groups were compared together across the acquisition, transfer, and retention phases, the result of analyses of variance indicated that there were no significant effects between the two groups in acquisition and transfer phases. However, a significant effect was found between the two groups in retention phase. It means that the random group only showed better performance than the random group in retention phase. Base on the findings of this study, it is therefore recommended that the coaches can mostly rely on random practice to improve the acquisition and retention of basic volleyball skills.