نوع مقاله : مطالعه پژوهشی اصیل
نویسندگان
1 دانشجوی دکتری رفتارحرکتی، دانشگاه ارومیه
2 دانشیار رفتارحرکتی، دانشگاه ارومیه
چکیده
هدف پژوهش حاضر، بررسی نقش واسطه‌ای سبک‌های شناختی بر ارتباط ذهن‌آگاهی و دقت ضربة پنالتی بازیکنان فوتبال بود. روش پژوهش علی- مقایسه‌ای بود. تعداد 120 بازیکن با سابقة حضور در لیگ آزادگان در این پژوهش شرکت کردند و ازطریق آزمون گروهی شکل‌های نهفته‌شده به دو گروه وابسته به زمینه و مستقل از زمینه (هر گروه 60 نفر) تقسیم شدند. داده‌ها ازطریق آزمون شکل‌های نهفته، پرسش‌نامة ذهن‌آگاهی کنتاکی و آزمون دقت ضربة پنالتی فوتبال جمع‌آوری شدند. نتایج با استفاده از آزمون رگرسیون چندگانه تحلیل شد. نتایج نشان داد که در بازیکنان فوتبال با سبک شناختی مستقل از زمینه، بین مؤلفه‌های ذهن‌آگاهی با دقت ضربة پنالتی فوتبال رابطة معناداری وجود دارد. براساس رگرسیون چندگانه مشخص شد که سبک شناختی نقش واسطه‌ای بین مؤلفه‌های ذهن‌آگاهی و دقت ضربة پنالتی ایفا می‌کند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Mediating Role of Cognitive Styles on the Relationship between Mindfulness and Accuracy Penalty
نویسندگان [English]
- Milad Boustanban Ghaziyani 1
- Fatemeh Sadat Hosseini 2
1 Ph.D. Student of Motor Behavior, University of Urmia
2 Associate Professor of Motor Behavior, University of Urmia
چکیده [English]
The aim of present study was to investigate the effect of mediating role of cognitive styles on the relationship between mindfulness and penalty accuracy in soccer players. The research design was casual-comparative. 120 players with experience of Azadegan League voluntarily took part in this study and through Group Embedded Figures Test were divided in two groups (field dependent/ independent, 60 person in each group). To gather the data, Group Embedded Figures Test, the Kentucky Inventory of Mindfulness Skills and football penalty kicking accuracy test were used. To analyze the data the Multiple Regression were used. The results show there are significant relationship between components of mindfulness and accuracy penalty in field independent group. According to the multiple regression, cognitive styles have a mediating role between the components of mindfulness and accuracy penalty.
کلیدواژه‌ها [English]
- Cognitive styles
- Mindfulness
- Football Penalty Kicking Accuracy
2. Ayvazi, I. M., Saif Allahpour, P. (2013). Mtalh mind the effect on the accuracy penalty kick soccer practice. The Second International Congress of Football's National Football Academy.(in persian).
3. Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206.
4. Bahrami, A. & Saemi, A. (2013). Evaluation of Accuracy in open environments and closed approach:cognitive styles. Motor Behavior, 13, 77-94. (in persian).
5. Bosacki, S., Innerd, W., & Towson, S. (1997). Field independence–dependence and self-esteem in preadolescents: Does gender make a difference? Journal of Youth and Adolescence, 26(6), 691-703.
6. Dehghan, M. T., & Dehghan Manshadi, M. (2012). Examine the psychometric properties Kentucky inventory of mindfulness. Thoughts and Behavior, 7(26), 27-37. (in persian).
7. Ferraz, R., van den Tillar, R., & Marques, M. C. (2015). The influence of different exercise intensities on kicking accuracy and velocity in soccer players. Journal of Sport and Health Science.6(4).462-467.
8. Greta, B. Schulkin, J.(2014).Decision Making, Mindfulness and Mood: How Mindfulness Techniques can Reduce the Impact of Biases and Heuristics through Improved Decision Making and Positive Affect. Journal of Depression and Anxiety.4(1).1-8
9.
10. Gardner, F. L., & Moore, Z. E. (2004). A mindfulness-acceptance-commitment-based approach to athletic performance enhancement: Theoretical considerations. Behavior Therapy, 35(4), 707-723.
11. Hasker, S. M. (2010). Evaluation of the mindfulness-acceptance-commitment (MAC) approach for enhancing athletic performance. Evaluation, 8, 9-2010.theses.
12. Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
13. Kane, J. (1972). Personality, body concept and performance. Psychological Aspects of Physical Education and Sport, , 91-127.theses.
14. Kharrazi, A., & Dolati, R. (1996). Help cognitive psychology and cognitive science. Tehran: Ney Publications. (in persian).
15. Linehan, M. M. (1993). Skills training manual for treating borderline personality disorder. : Guilford Press.book.
16. McMorris, T. (1997). Performance of soccer players on tests of field dependence/independence and soccer-specific decision-making tests. Perceptual and Motor Skills, 85(2), 467-476.
17. McMorris, T., & Graydon, J. (1996). Effect of exercise on soccer decision-making tasks of differing complexities. Journal of Human Movement Studies, 30(4), 177-193.
18. McMorris, T., Myers, S., MacGillivary, W. W., Sexsmith, J. R., Fallowfield, J., Graydon, J., & Forster, D. (1999). Exercise, plasma catecholamine concentrations and decision-making performance of soccer players on a soccer-specific test. Journal of Sports Sciences, 17(8), 667-676.
19. Meek, F., & Skubic, V. (1971). Spatial perception of highly skilled and poorly skilled females. Perceptual and Motor Skills, 33(3 suppl), 1309-1310.
20. Mousavi, Z. (1998). Independence perceptual field dependence on skilled and semi-skilled athletes compared with the general population. Isfahan: University of Isfahan. (in persian).
21. Namvarr, A. (2012). Effect of age and cognitive styles on acquisition and retention accurately throw darts at various ages martyr Chamran University. Ahvaz: Chamran of Ahwaz University. (in persian).
22. Pithers, R. (2002). Cognitive learning style: A review of the field dependent-field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
23. Rahmaniyan, z. s.m.k. (2013). The impact of mindfulness meditation on performance. Studies Sports Psychology, 5, 13-26. (in persian).
24. Robertson, I. T. (1985). Human information-processing strategies and style. Behaviour & Information Technology, 4(1), 19-29.
25. Robotham, I. (1995), 'Self-directed learning: the ultimate learning style?' Journal of European. Industrial Training, 19 (2), 3-7.
26. Saif, A. A. (2007). Modern educational psychology. Tehran: Agah. (in persian).
27. Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American psychologist, 52(7), 700-712.
28. Thompson, R. W., Kaufman, K. A., De Petrillo, L. A., Glass, C. R., & Arnkoff, D. B. (2011). One year follow-up of mindful sport performance enhancement (MSPE) with archers, golfers, and runners. Journal of Clinical Sport Psychology, 5(2), 99-116.
29. Winters, E. R., Petosa, R. L., & Charlton, T. E. (2003). Using social cognitive theory to explain discretionary,“leisure-time” physical exercise among high school students. Journal of Adolescent Health, 32(6), 436-442.
30. Witkin, H., Morre, C., Goodenough, D., & Cox, P. (1971). Field-dependent and field-independent cognitive styles and their educational implications.Review of Educational Research, 47, 1-64.
31. Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal of Educational Psychology, 69(3), 197.
32. Witkin, H. A., Oltman, P., Raskin, E., & Karp, S. (1971). A manual for the embedded figures test. : Consulting Psychologists Press.44.1259-1263.
33. Woolfolk, A. (2004). Educational psychology. Boston: Allyn and Bacon.
34. Wulf, G., McNevin, N., & Shea, C. H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. The Quarterly Journal of Experimental Psychology: Section A, 54(4), 1143-1154.
35. Yan, J. H. (2010). Cognitive styles affect choice response time and accuracy. Personality and Individual Differences, 48(6), 747-751.
36. Zeidan, F., Grant, J., Brown, C., McHaffie, J., & Coghill, R. (2012). Mindfulness meditation-related pain relief: evidence for unique brain mechanisms in the regulation of pain. Neuroscience Letters, 520(2), 165-173.
)