Farnaz Torabi; Mahmood Sheikh; Alimohammad Safaniya
Volume 3, Issue 1 , June 2011, , Pages 23-42
Abstract
The aim of this study was to survey the effect of arousal by the presence of audience and music and their comparison on learning and performance of basketball dribbling. Subjects were 36 healthy and non-athlete girls (mean and SD of age 21.8±2.23 years, height 163.4±6.19cm and weight 57.5±10.13kg) ...
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The aim of this study was to survey the effect of arousal by the presence of audience and music and their comparison on learning and performance of basketball dribbling. Subjects were 36 healthy and non-athlete girls (mean and SD of age 21.8±2.23 years, height 163.4±6.19cm and weight 57.5±10.13kg) were divided into three groups of audience (n=12), music (n = 12) and control (n = 12) randomly. Training protocol in the acquisition stage included basketball dribbling of Harrison test for 6 weeks, 3 sessions per week, and 30 seconds per session with the presence of motivational factors in separate groups. Score of dribbling test was record per session, then posttest was carried out and finally after two weeks of detraining, retention test was performed in the same condition and transfer test like the real condition of competitions (with the presence of music and audience) was performed 24 hours later. Rest heart rate index was used to maintain the subjects in the same level of arousal. To analyze the data, one-way ANOVA test, ANOVA with repeated measures and Bonferroni post hoc test was used. Results showed that all groups improved their skill learning in the acquisition stage. Also, there was a significant difference in basketball dribbling scores among the groups in the acquisition stage (p=0.0001) and this difference was higher in the control group (i.e. audience and music groups had weaker performance in the posttest of acquisition stage). But in retention and transfer tests, music and audience groups were at an advantage; audience group achieved the highest scores in retention test and music and audience groups gained higher significant scores than control group in transfer test (p=0.0001).
Farnaz Torabi; Mahmud Sheikh; Elahe Arabameri; Rasoul Hemattalab; Fazlolah Bagherzadeh
Volume 1, Issue 3 , January 2009, , Pages 65-82
Abstract
The aim of this study was to compare the effect of audience and music on learning and performance of basketball free throw. Subjects were 36 healthy non-athlete girls (age: 22.8±1.59 years, height: 163.1± 5.63 cm and weight: 54.5±7.06) who were randomly divided into three groups of audience (n=12), ...
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The aim of this study was to compare the effect of audience and music on learning and performance of basketball free throw. Subjects were 36 healthy non-athlete girls (age: 22.8±1.59 years, height: 163.1± 5.63 cm and weight: 54.5±7.06) who were randomly divided into three groups of audience (n=12), music (n=12) and control (n=12). Protocol of acquisition phase included basketball free throw for 6 weeks, 3 sessions per week, and 15 trails each session with the presence of motivational factors in separate groups. Score of free throw test was recorded per session. Then, posttest was carried out and finally after 2 weeks of detraining, retention test was performed in the same condition for all groups. Transfer test in a new condition (different from training condition) was performed 24 hours later. Heart rate index was used to asses the level of arousal of subjects at rest and during training. To analyze data, one-way ANOVA test, analysis of variance with repeated measures and Bonferroni post hoc test were used. Results showed that all groups improved in the acquisition phase and there was no significant difference in free throw scores among the three groups in the acquisition test (P=0.145). But in the retention test, music group achieved highest scores and in transfer test, music and audience groups were significantly higher than the control group (P=0.000).