The Effect of Stretching Exercises Education on Mental Health and Learning Strategies
الموضوعات : Report of Health Care
Farideh Sharififar
1
(Department of Physical Education and Sport Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran)
Froozan Sharififar
2
(Department of Business Management, South Tehran Branch, Islamic Azad University, Tehran, Iran)
Maryam Khademi
3
(Department of Applied Mathematics, South Tehran Branch, Islamic Azad University, Tehran, Iran)
الکلمات المفتاحية: Mental Health, Learning Strategies, Stretching Exercises, e-learning,
ملخص المقالة :
Introduction: Mental health is a combination of emotional, psychological and social well-being. It affects the way of thinking, feeling and acting. Mental health is very important at every stage of life and it could be affected by physical activity. Therefore in the current studey, the effect of stretching exercises education on mental health and learning strategies was investigated. Methods: In this quasi- experimental study, 100 online management courses students were selected and divided randomly into two groups of exercise and control on the same subject. The exercise group were asked to practice selected stretching exercises that were made available to them as movies on their given break time after 45 min since start of the class before continuing their study again. Both groups answered the Weinstein (2002) learning strategies questionnaire at the beginning and the end of the course. All data were analyzed using SPSS 23. Kolmogorov-Smirnov, paired sample t-test, independent samples t-test, and Pearson correlation coefficient, were used for data analysis (p≤0.05). Results: There was a significant difference between learning strategies (p=0.001) in two groups of exercise and control. Also the subscales, attitude (p= 0.003), information processing (p= 0.001), study aid (p= 0.003) and time management (p= 0.001) had a significant chenges on post-test. Conclusion: Improvement of mental health increases the effect of learning strategies. Applying stretching exercises on educational content can improve mental health which results in increasing the productivity of work and achieving educational goals.
1. Acker KA, Gray MW, Jalali B. Accommodations of Learning Disabilities in Mathematics Courses. Legal Commentary J. 2009; 59: 1072- 1080.
2. Lee JK. The effects of self-regulated learning strategies and system satisfaction regarding learner’s performance. Info Manag J. 2008; 40: 133- 146.
3. Fazel kalkhoran J, Shariati A, Bahrami H. Effect of play therapy on the short- term memory disability educable children. Motor Behav J. 2017; 9 (28): 73- 88.
4. Taghipour Javan A, Framarzi S, Abedi A, Hassan Nattaj F. Effectiveness of rhythmic play on the attention and memory functioning in children with mild intellectual disability. Int Letters Social Human Sci J. 2014; 6: 9- 21.
5. Ahmadi A, Sheikh Alizadeh E, Shir Mohamad Zadeh H. Effect of eexercise on mental health of students. Harekat J. 2013; 28: 19- 29.
6. Brown J, Hanson JE, Schmotzer B, Webel AR. Spirituality and optimism: a holistic approach to component-based, self-management treatment for HIV. Relig Health J. 2014; 53 (5): 1317- 1328.
7. Weinstein CE, Mayer. Assessment and training of student learning strategies, learning strategies and learning styles: perspectives on individual differences. Springer J. 1988; 1: 1- 19.
8. Weinstein CE, Acee Taylor W, Jung J. Self‐ regulation and learning strategies. Self‐ Regulated Learning J. 2011; 126: 45- 53.
9. Fani MM. Comparative between effective of traditional teaching and new multimedia training on knowledge and satisfaction of dentist’s students. Shiraz Med Sci Univ J. 2014; 5 (2): 72- 78.
10. Yousefi F, Mohamadkhani M. Investigation of students' mental health at Kurdistan University of Medical Science and it related with age, gender, and their academic courses. Mashhad Uni Med Sci J. 2014; 56: 354- 361.
11. Zare N, Parvareh M, Nouri B, Namdari M. Mental health status of Iranian university students using the GHQ-28: a meta-analysis. Kurdistan Uni Med Sci J. 2016; 84: 1- 16.
12. Wen M, Lin D. Does psychological capital combat learning and adaptive stress of college freshmen. J Stud Edu. 2014; 4 (1): 25- 42.
13. Ozsoy G, Ataman A. The effect of meta cognitive strategy training on problem solving achievement. Int Electronic J Element Edu.
2009; 1 (2): 67- 82.
14. Lane AM, Lowther J, Thelwell RC, Devonport TJ. Emotional intelligence and psychological skills use among athletes. J Sports Sci. 2009; 37 (2): 195- 201.
15. Mashhadi M, Saadati H, Babri Sh, Ahmadi N. Descriptive of effect of sport on memory recall on inactive avoidance big male rates, the role of sport on children health’s. Mashhad Med Sci Univ J. 2009; 3 (1): 41- 48.
16. Shirdel Kh, Mirzaieyan B. Relationship between self-control learning strategy and progress motivation of student. J Res Curriculum. 2013; 10 (2): 9- 14.
17. Hadavand, S, Kashanchi, A. Affective e-learning factors. J Med Edu Strategies. 2013; 6 (2): 89- 93.
18. Salianeh. MA, Jahromian M. Compare the effect of a period of selected training program in green and indoor spaces on attention deficit hyperactivity disorder (ADHD) girls seven to 11 years. Motor Behavior J. 2017; 9 (29): 51- 70.
19. Golparvar M. Structural modeling of the relationship between spiritual connection with psychological capital and spiritual wellbeing of nurses. J Nurs Manag. 2014; 3 (2): 30- 40.
20. Golding C. Educating for critical thinking. Higher Edu Res Develop J.2011; 30 (3): 357- 370.
21. Caviola S, Mamarella IC, Cornoldi C, Lucangeli D. A meta cognitive visuospatial working memory training for children. Int Electronic J Element Edu. 2012; 2 (1): 123- 136.
22. Zimmerman BL. Effects of self-correction strategy training on middle school student's self-efficacy, self-evaluation and mathematics division learning. J Adv Academics. 2007; 20: 18- 41.
23. Sungur S. Contribution of motivational beliefs and meta cognition to students’ performance under consequential and non consequential test conditions . Edu Res Evaluation J. 2007; 13 (2): 127- 142.
