Hamed Fahimi; Hassan Gharayagh zandi; Fazlallah Bagherzadeh; Ali Moghadamzadeh; Davood Homanian SharifAbadi
Abstract
Introduction: The purpose of the present study was to investigate the effect of strategic self-talk on the performance and visual attention of volleyball players.Methods: The current research was semi-experimental with a pre-test and post-test design with a control group. The participants of the present ...
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Introduction: The purpose of the present study was to investigate the effect of strategic self-talk on the performance and visual attention of volleyball players.Methods: The current research was semi-experimental with a pre-test and post-test design with a control group. The participants of the present study were 54 boy volleyball players, who selected as available. The participants randomly divided into five groups: Strategic self-tlk as instructional self-talk (N=10), motivational self-talk (N=11), instructional-motivational self-talk (N=10), motivational-instructional self-talk (N=11) and control (N=12). The self-talk intervention conducted for 12 weeks and three sessions per week. In pre-test and post-test, while performing the serve task, the serve score were recorded by the researcher and the gaze behavior of the participants was measured by the eye tracker. The collected data were analyzed using analysis of covariance and Bonferroni's post hoc test.Results: The results of the study showed that strategic self-talk has a significant effect on serve performance (P=0.0001) and the quiet eye duration (P=0.0001). The results of the Bonferroni test showed that instructional self-talk increased motor performance and increased the duration of the quiet eye. In addition, the combined groups that have used this instruction have increased motor performance and a longer duration of quiet eye. However, motivational self-talk has no effect on motor performance and the duration of quiet eye.Conclusion: The results obtained in the current research emphasize the importance of instructional self-talk on the performance and visual attention of novice volleyball players and supports the attention mechanism of self-talk.
Hamed Fahimi; Elahe Arabameri; Rasool Hemayat Talab
Abstract
The aim of this study was to compare quiet eye in children with high and low motor proficiency. In this causal-comparative study, 40 children (7 to 14 years old) in Isfahan city were selected by multiple cluster sampling method. Participants performed throwing and catching task in 10 trials. The data ...
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The aim of this study was to compare quiet eye in children with high and low motor proficiency. In this causal-comparative study, 40 children (7 to 14 years old) in Isfahan city were selected by multiple cluster sampling method. Participants performed throwing and catching task in 10 trials. The data of quiet eyes were recorded by an eye tracking device (Ergoneers) and analyzed by Dikablis 3.1 software when performing the desired task. After the evaluation of data normality, the data were analyzed by independent t test and Pearson correlation coefficient at the significance level of 0.05. Independent t test results showed that children with high motor proficiency were better in the onset of QE (P=0.0001), offset of QE (P=0.023), QE duration (P=0.0001) and catching performance (P=0.0001) than children with lower motor proficiency. Also, the results showed a significant negative relationship between the catching performance and the onset of QE and a significant positive relationship between the catching performance and the offset of QE and QE duration in both groups of children with high and low motor proficiency. The results of the study generally revealed that the QE is considered as an effective variables associated with motor performance and appropriate to expertise level.
