Behrouz Abdoli; Nasour Ahmadi; Elham Azimzadeh; Javad Afshari
Abstract
Success is satisfactory for any athlete. However, some athletes will face anxietyin novel circumstances and fear of future will prevent them from improving. Fearof failure is accompanied with stress and adaptation to stress is the most importantissue for an effective decision. The aim of this study was ...
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Success is satisfactory for any athlete. However, some athletes will face anxietyin novel circumstances and fear of future will prevent them from improving. Fearof failure is accompanied with stress and adaptation to stress is the most importantissue for an effective decision. The aim of this study was to examine validity andreliability of performance failure appraisal inventory (PFAI). For this purpose,203 athlete university students (93 women and 110 men who aged between 19 and23 with the physical activity record 7.70±4.4) completed PFAI. Confirmatoryfactor analysis was used to examine construct validity, Cronbach’s alphacoefficient to examine internal consistency of the items of each factor, and Pearsoncorrelation coefficient to examine inter-factor reliability. Results of confirmatoryfactor analysis confirmed five factors in PFAI: fear of devaluing one’s self-esteem(4 items), fear of an uncertain future (4 items), fear of upsetting importantindividuals (5 items), fear of experiencing shame and embarrassment (7 items) andfear of losing important individuals’ interest (5 items). Correlation analysisshowed an acceptable correlation between all of these factors and fear of failure.The results of Cronbach’s alpha coefficient showed acceptable internal consistencyof items of each subscale.
Zahra Asgari; Behrouz Abdoli
Abstract
The aim of this study was to compare the performance of analogy (implicit),explicit and discovery learning in the retention and transfer of a topspin shot underpsychological pressure. For this purpose, 36 volunteer high school students wererandomly allocated to three treatment conditions: explicit, analogy, ...
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The aim of this study was to compare the performance of analogy (implicit),explicit and discovery learning in the retention and transfer of a topspin shot underpsychological pressure. For this purpose, 36 volunteer high school students wererandomly allocated to three treatment conditions: explicit, analogy, and discoverylearning. After performing 300 trials in the acquisition phase, an immediateretention and transfer test under psychological pressure was performed. Before theacquisition phase, the MSRSQ, after the test, a procedural protocol and CSAI-2Qin two phases were completed by the participants. Results showed no significantdifference among the groups in the immediate retention test. In the transfer test,analogy learning group outperformed the two other groups. In addition, contraryto the analogy group, the two other groups experienced a performance breakdownin the transfer test when compared with the immediate retention test. There was asignificant correlation (positive and negative respectively) between their MSRSQscore and number of verbal rules and their performance under pressure. It appearsthat the dominant process in discovery learning is explicit process. In addition,learning under explicit and implicit conditions for an extended period of timeappears to be quantitatively similar but qualitatively dissimilar; therefore, usinganalogy learning, performers benefit from advantages of resistance againstperformance breakdown under psychological pressure.
