Mehdi Rahimzadeh; Hassan Gharayagh zandi; Ali Moghadamzadeh; fazlallah bagherzadeh; Alireza Bahrami
Abstract
The aim of this study was to evaluate the effect of quiet eye training on selective attention, gaze behavior and free throwing of basketball under stressful conditions. The statistical population of the present study was all youth basketball players who participated in competitions in Tehran province. ...
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The aim of this study was to evaluate the effect of quiet eye training on selective attention, gaze behavior and free throwing of basketball under stressful conditions. The statistical population of the present study was all youth basketball players who participated in competitions in Tehran province. According to the type and purpose of the study, the sample was ranging in age from 16 to 22 years. A total of 24 people were selected and randomly and equally divided into two groups of 12 people (quiet eye and control training group). The study included a pre-test, post-test, first retention, pressure test and second retention. In the pre-test phase, participants performed 10 free basketball throws and at the same time their gaze behavior and performance were recorded. The training phase consisted of 3 sessions based on Vickers quiet eye training. The first post-test and retention stages were similar to the pre-test with a difference of 24 hours from each other and the pressure test was performed 48 hours after the first retention and the second retention phase was performed 48 hours after the pressure test. To analyze the data, combined analysis of variance test and Benferoni follow-up test were used and independent t-test was used to compare the groups. The results showed that quiet eye training had a significant effect on selective attention, gaze behavior and free throw performance under stressful conditions
Mohsen Torabi; Mahmood Mheikh; Fazlallah Bagherzadeh; Nasser Naghdi
Abstract
The aim of this study was to evaluate the effect of a selected training program and neurofeedback and combined method on attention and impulsivity in children with ADHD. total of 48 children 7-11 years with ADHD were selected from Psychology Clinic in Tehran and randomly divided into four groups ...
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The aim of this study was to evaluate the effect of a selected training program and neurofeedback and combined method on attention and impulsivity in children with ADHD. total of 48 children 7-11 years with ADHD were selected from Psychology Clinic in Tehran and randomly divided into four groups control . Symptoms of attention deficit / hyperactivity disorder had been diagnosed by a psychiatrist over the past month based on DSM-IV criteria. The three experimental groups performed neurofeedback training, selected exercises and combined exercises (neurofeedback training and selected exercises) for 24 sessions and 60 minutes each session, respectively; But the control group did not receive any intervention. Connors’ parent questionnaire was used to assess hyperactivity / attention deficit in children and analysis of covariance was used to analyze the data. The results showed that between the adjusted mean of attention and impulsivity of children in neurofeedback and control training groups (p = 0.001) (in favor of neurofeedback), combination and control groups (p = 0.001) (in favor of combination), neurofeedback training groups And training program (p = 0.001) (in favor of neurofeedback), neurofeedback and combination training groups (p = 0.001), (in favor of combination), and training and combination program groups (p = 0.001) (to Combined benefit), there is a significant difference in improving attention and impulsivity. But there was no significant difference between the exercise and control program groups in reducing inattention with (p = 0.224) and between the exercise and control program groups in reducing impulsivity (p = 0.232).
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.
Seyedeh Samira Hoseini; Hassan Gharayagh Zandi; Fazlallah Bagherzadeh; Azam Noferesti
Abstract
Introduction: Sports injuries are often associated with emotional and psychological challenges. Psychologists and team physicians should examine emotional reactions in addition to assessing physical factors. This research aimed to investigate the effectiveness of cognitive-behavioral group therapy on ...
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Introduction: Sports injuries are often associated with emotional and psychological challenges. Psychologists and team physicians should examine emotional reactions in addition to assessing physical factors. This research aimed to investigate the effectiveness of cognitive-behavioral group therapy on anxiety, depression, and anger caused by the psychological trauma of injury in injured athletes.Methods: The statistical sample of the research was 32 professional athletes injured due to psychological trauma who were selected conveniently, purposively, and with the approval of the experts from the Sports Medicine Federation. The athletes were randomly assigned into two groups of 16 people consisting of a treatment group and a control group. After applying the treatment, a post-test and a two-month follow-up test were conducted. The measurement tools in this research were Spielberger's State-Trait Anger Expression Inventory–2 (STAXI-2), Beck Anxiety Inventory (BAI), and Beck Depression Inventory - Second Edition (BDI-II). The data were analyzed using the repeated measures analysis of variance statistical method (P<0.05).Results: The results showed that the difference between the experimental and control groups in reducing behavioral problems in the post-test and follow-up phase was significant. The follow-up results after two months also showed that there was a difference between the experimental and control groups in the amount of psychological reactions and the effectiveness of the treatment remained after 2 months.Conclusion: The results indicated that cognitive-behavioral therapy focused on psychological trauma reduces the psychological problems of athletes such as anxiety and depression, but does not affect anger control.
Ali Yaghoobian; Fazlallah Bagherzadeh; Rasool Hemayattalab; Davood Homaniyan
Abstract
Introduction: Recently, the matter of the influence of mental skills on sports skills performance has become very important. The current research aimed to evaluate and compare the mental preparation of the male fencers of the Iranian national team and the elite male fencers of the world.Methods: The ...
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Introduction: Recently, the matter of the influence of mental skills on sports skills performance has become very important. The current research aimed to evaluate and compare the mental preparation of the male fencers of the Iranian national team and the elite male fencers of the world.Methods: The current research method was experimental. The statistical population of this research included the fencers of the national teams of Iran, Hungary, America, Russia, France, and Ukraine. The research samples were 58 fencers from selected countries. To measure the mental skills of fencers, the original version of the Ottawa Mental Skills Assessment Tool (OMSAT-3) questionnaire was used. To compare the mental skills of athletes from different countries, the Multivariate Analysis of Variance (MANOVA) and Bonferroni's post hoc test were used.Results: The results showed that all elite male fencers achieved the highest scores in foundation mental skills including self-confidence, goal setting, and commitment, and the lowest scores were related to refocusing, focusing, and stress control skills. Also, the highest and the lowest scores of mental skills in this research were related to self-confidence and refocusing skills, respectively. Russian fencers scored the highest in all mental skills and Iranian fencers scored the lowest in the stress control skill.Conclusion: Based on the results of the research, fencers have less proficiency in two sub-skills of cognitive psychological and psychosomatic skills compared with the foundation mental skills. The fencers had lower strength in terms of the mental skill of focusing, refocusing, and stress control. Iranian and non-Iranian fencers were weaker in mental skills of stress control and refocusing.
Farzad Maleki; Mahmood Sheikh; Fazlallah Bagherzadeh; Rasoul Hemayattalab
Abstract
Introduction: This research aimed to investigate the effect of physical training and selective and compulsory observational pattern on the intrinsic motivation and cognitive learning of basketball jump shot skill with the approach of basic psychological demands.Methods: Eighty male students (18-22 years ...
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Introduction: This research aimed to investigate the effect of physical training and selective and compulsory observational pattern on the intrinsic motivation and cognitive learning of basketball jump shot skill with the approach of basic psychological demands.Methods: Eighty male students (18-22 years old) were selected voluntarily and based on their pre-test scores, were randomly divided into four Self-Control, Paired, Experimenter-Control, and Control groups (20 people in each group). To examine the motivation level, the Intrinsic Motivation Inventory (IMI), and to examine the cognitive learning level, Recall Questionnaire (adapted from Knudson, 1993) was used. An educational video of the expert model that showed the movement components was presented to the participants. A retention test was conducted 24 hours later. One-way analysis of variance (ANOVA) was used to examine the data (p≥0.05).Results: The results showed that in the acquisition phase, the level of intrinsic motivation of the participants to learn the basketball jump shot skill in the Self-Control observation condition was significantly higher than the participants in the Paired and Control conditions. Also, in the retention phase, the level of intrinsic motivation in the Self-Control observation condition was significantly higher than in other experimental conditions. In addition, in the acquisition and retention phases of cognitive learning (recall success), the participants in the Self-Control observation condition scored significantly higher than the participants in the Paired and Control conditions.Conclusion: In general, the results of this study show that motivation affects learning. Also, task demonstration as a whole-part-whole is an effective and efficient method in the cognitive phase.
