Mehdi Rahim zadeh; Shahzad Tahmasebi; Mehdi Shahbazi
Abstract
Background: In previous studies, the effect of arousal on performance has been investigated. However, whether arousal during learning stages affects bimanual coordination has not been investigated. Therefore, the present research aimed to investigate the effect of arousal levels during different learning ...
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Background: In previous studies, the effect of arousal on performance has been investigated. However, whether arousal during learning stages affects bimanual coordination has not been investigated. Therefore, the present research aimed to investigate the effect of arousal levels during different learning stages on the performance of the hand-eye coordination task.Methods: For this purpose, 36 male physical education students aged 20-35 were conveniently selected and based on normal IQ, normal trait anxiety, and right-handedness, were matched into three Low Arousal, Normal Arousal, and High Arousal groups. The study involved pre-test, post-test, retention, and transfer stages. In the pre-test stage, the participants performed 10 trials of the eye-hand coordination task. The training period consisted of 10 sessions and 50 trials per session, in which at the end of each session 10 trials were recorded as performance. The retention and transfer tests were performed 24 hours after the last training session. The data were analyzed using repeated measure analysis of variance, one-way analysis of variance, and Tukey's post hoc tests.Results: The results of the present study showed that high, normal, and low arousal levels have a significant effect on the duration of the eye-hand coordination task during the cognitive, association, and automatic stages, and also the time of the eye-hand coordination task was improved.Conclusion: According to the results of the study, it is suggested that educators use these arousal stimulation effects to improve the performance and learning of athletes in pursuit tasks.
Mahdiyeh Gharelar; Masumeh Shojaei; Hasan Mohammadzadeh
Abstract
Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer ...
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Psychological states affect focus of attention and play a mediating role in its effect on motor performance and learning. The present study investigated the effect of practice under psychological pressure and attention focusing with instruction on learning billiard shot. Participants were 48 female volunteer students (19-23 years old) who were randomly selected and assigned to 4 experimental groups (internal focus under high and low pressure, external focus under high and low pressure). The groups practiced for 8 sessions after the pretest. Acquisition test was performed in the last session of practice, and the retention test was conducted with 2 and 10 days of delay after the last practice session. The accuracy of the shots was scored according to the distance of the ball from the pit. The results of U Mann-Whitney test showed priority of internal attention in the acquisition and 10-day delay retention tests and priority of practice under low pressure in 10-day delay retention test (P<0.05). The results of Kruskal–Wallis test and pairwise comparisons indicated priority of the acquisition of internal attention under high pressure on external attention under high pressure and the priority of delayed retention of internal attention under low pressure on external attention under high pressure (P<0.05). It seems that given the nature of skill in terms of unchanged environmental conditions and high accuracy and attention requirements especially in the early stages of learning, practice under low psychological pressure conditions and internal focusing will result in more delayed retention for novice people
Fatemeh Rezaei; Mahdi Shahbazi; Fazollah Bagherzadeh
Abstract
Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity ...
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Skillful performance in soccer requires not only sound techniques but also quickand accurate decision making. These decisions are usually made in variousintensities of practice and performance. The main aim of this study was toinvestigate the effect of different levels of arousal and training intensity on decisionmaking (speed and accuracy) of expert female soccer players. For this purpose, 16expert female soccer players (mean age 22.4±3.8 yr) with 8 or more years ofcompetitive experience were voluntarily selected from Tehran women's premierleague. Soccer related photographs on a computer monitor were used to evaluatethe decision making task; participants had to decide which action they wouldundertake (shoot, pass, dribble). Three different levels of arousal (low: with nospectators, medium: with silent spectators and high: with cheering spectators) inthree different levels of intensity (resting, 40% of HRmax, 80% of HRmax) weredesigned. To measure the accuracy and speed of decision making, parametricmethod of MANOVA, 3(training intensity levels) in 3 (arousal levels), was used. Tototally compare the groups, one-way analysis of variance, ANOVA with repeatedmeasures and Tukey post hoc test were used at α=95%. The results showed nosignificant difference in the speed of decision making among different arousallevels (P>0.05) while a significant difference was observed in the accuracy ofdecision making among different arousal levels (P˂0.05). The speed of decisionmaking improved in the low and medium arousal levels through an increase intraining intensity while no significant difference was observed in the speed ofdecision making in high arousal level among different intensity levels (P>0.05).Furthermore, the accuracy of decision making showed no significant difference inlow and high arousal levels among different intensity levels (P>0.05). Theaccuracy of decision making improved in low arousal level through an increase intraining intensity. These finding showed that training intensity and arousalseparately influenced each decision making component.
Nasrin Parsaei; Behrooz Abdoli; Mohammadkazem Vaez Musavi; Mohammadali Aslankhani
Abstract
The aim of this study was to predict expert archers’ performance on the basis of
psychological factors such as arousal, activation, anxiety, motivation and
personality characteristics with an emphasis on extraversion / introversion
dimension. In this predictive correlation study, 34 expert archers ...
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The aim of this study was to predict expert archers’ performance on the basis of
psychological factors such as arousal, activation, anxiety, motivation and
personality characteristics with an emphasis on extraversion / introversion
dimension. In this predictive correlation study, 34 expert archers were randomly
selected as the sample of the study out of the archers of national team (statistical
population). Skin conductance level was measured to assess arousal. To determine
trait anxiety, Sport Competition Anxiety Test (SCAT) and for state anxiety,
Competitive State Anxiety Inventory (CSAI-2) were used. Sport Motivation Scale
(SMS) was used to determine motivation. Extraversion / introversion level was
measured by eysenck personality questionnaire. Pearson correlation coefficient
was used to determine the level of correlation and linear multivariate regression
was used to predict subjects’ performance. The results indicated a significant
positive relationship between subjects’ performance and arousal, activation,
motivation (intrinsic, extrinsic) and extraversion / introversion whereas there was
no significant relationship between their performance and anxiety (trait, cognitive,
somatic) and consequently they could not predict performance. Also, the results
revealed that arousal and activation (P
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).
Mehdi Shahbazi; Amir Vazini; Navid Hadadi
Volume 2, Issue 2 , July 2010
Abstract
The purpose of the present study was to determine the effect of increasing arousal and its effect on athletes' depth perception. Participants of this study included the students of Faculty of Physical Education and Sport Sciences. 58 students (23 female and 35 male, mean age: 23.3 and SD: 2.16) were ...
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The purpose of the present study was to determine the effect of increasing arousal and its effect on athletes' depth perception. Participants of this study included the students of Faculty of Physical Education and Sport Sciences. 58 students (23 female and 35 male, mean age: 23.3 and SD: 2.16) were selected randomly. Participants performed the study tests under two motivational conditions (with viewer and without viewer). The sport competitive anxiety test (SCAT) was performed to test the level of participants' arousal. Moreover, the instrument to test depth perception was the electrical set of depth perception (122B). Results of paired t-test showed a significant difference in scores of depth perception test between the two motivational conditions at 0.05. In other words, participants in high arousal condition (i.e. with viewer) had an inaccurate estimation of depth perception. This effect was the same in both sexes. The results of this study indicated that novice athletes in high arousal condition pay attention to different information resources or different peripheral cues which lead to inaccurate estimation of depth.
