Effect of Stereotype Threat of Experience on the Cognitive and Motor performance of Girls

Oral Presentation
Paper ID : 1177-12THCONG
Oral / Poster Presentation File: 1177-12THCONG.mp4 
1Faculty of Physical Education and Sport Sciences, Sabzevar University of Sabzevar, Sabzevar, Iran
2Assistant Professor in Motor Behavior, Sport Science Faculty, Hakim Sabzevari University, Sabzevar, Iran
People, especially in adolescence, mainly use their emotions as accurate and immediate information in the evaluation and judgment of an individual's behavior. The people's emotions can be affected by common stereotypes on their personality and consequently, they may not have a proper evaluation on their behavior and performance. The people's emotions is affected by common stereotypes about their personality and consequently, they may not have a proper evaluation on their own behavior and performance. The present study was conducted to examine the stereotype threat (negative) of experience on attention and balance performance in adolescent girls. 30 adolescent girls (11-13 years old) were randomly divided into two groups of stereotype threat (emphasizing on the effectiveness of individual and skill differences such as experience on cognitive processes and motor performance) and control. In this study, the amount of attention was evaluated using the attention test (Bahrami et al., 2012) and the stork balance test was used in order to evaluate the balance performance of the individuals. The attention test included finding the order of the numbers in the shortest time in two states (with and without disturbance), such that in in the state with disturbance voice intervention was used for distraction and the stork test included standing on the paw of dominant foot. Findings of the present study showed that, the amounts of attention balance were lower in stereotype threat group, compared to the control group. One of the mechanisms explaining the destructive effects of stereotype threats is attributed to the decrease in expectations of individuals from their own performance (self-efficacy). These findings, which is consistent with the optimal view of Wolf and Leolt (2016), demonstrate that this reduced confidence may reduce task-related attention and impair performance.