ORIGINAL_ARTICLE
تاثیر فشار نظارت بر تصمیمگیری و ارتباط آن با بازپردازش ویژۀ تصمیم در ورزشکاران ماهر تنیس روی میز
هدف از پژوهش حاضر بررسی تصمیمگیری تحت فشار نظارت و ارتباط آن با بازپردازش تصمیم بود. آزمودنیها 25 ورزشکار ماهر تنیس روی میز بودند که در آن یک تکلیف شبیهسازی تصمیمگیری تنیس روی میز تحت شرایط فشار کم و فشار نظارت را در دو بلوک به شیوة ایجاد گزینه اجرا کردند. همچنین از نسخة فارسی مقیاس بازپردازش ویژة تصمیم و نسخۀ فارسی سیاهۀ اضطراب حالتی رقابتی-2 استفاده شد. نتایج تحلیل واریانس چندمتغیره با اندازهگیری مکرر نشان داد اثر فشار بر اضطراب شناختی معنادار بود. همچنین نتایج نشان داد تفاوت معناداری بین برخی از متغیرهای تصمیمگیری شامل کیفیّت گزینة اول، ناهمسانی پویا و زمان انتخاب گزینهها تحت فشار کم و فشار نظارت وجود دارد. بازپردازش تصمیم تنها توانست تغییرات کیفیّت گزینة اول را پیشبینی کند. لذا، پیشنهاد میشود مربیان و ورزشکاران شناخت مناسبی از شرایط متفاوت فشار داشته باشند و ورزشکاران ماهر از تمایلات خودتمرکزی تحت فشار پرهیز کنند.
https://spsyj.ssrc.ac.ir/article_1490_b15ec069c7284b5031e3392d14a1be8d.pdf
2019-01-21
1
18
10.22089/spsyj.2017.4383.1458
تنیس روی میز
تصمیم گیری
فشار نظارت
بازپردازش
ورزشکار
محمد
سلیمانی راد
m.soleimanirad@ut.ac.ir
1
دانشجوی دکترای یادگیری حرکتی دانشگاه تهران
LEAD_AUTHOR
شهزاد
طهماسبی بروجنی
shahzadtahmaseb@ut.ac.ir
2
عضو هیئت علمی دانشگاه تهران
AUTHOR
علی اکبر
جابری مقدم
ajaberimoghaddam@yahoo.com
3
استادیار رفتار حرکتی دانشگاه تهران
AUTHOR
مهدی
شهبازی
shahbazimehdi@ut.ac.ir
4
دانشیار و مدیر بخش یادگیری و کنترلر حرکتی دانشگاه تهران
AUTHOR
Asgari, Z., & Abdoli, B. (2014). Investigate the relationship between reinvestment and sport performance under psychological pressure: examination of reinvestment theory. Motor Behavior, 6(16), 29-42. [In persian].
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38
ORIGINAL_ARTICLE
سهم نسبی استحکام ذهنی در تبیین عملکرد ورزشی تحت فشار بازیکنان ماهر بدمینتون
هدف از پژوهش حاضر، تعیین سهم نسبی استحکام ذهنی در تبیین عملکرد ورزشی بازیکنان ماهر مرد بدمینتون بود. تعداد 24 بازیکن بدمینتون مرد تیمهای استان تهران و البرز با بازیکنان هم سطح خود در شرایط رقابتی پرفشار دو مسابقه انجام دادند. رقابت ها در حضور یکی از مربیان تیم های ملی بدمینتون، فیلمبرداری شد. در پایان، بازیکنان پرسشنامة استحکام ذهنی ورزشی را تکمیل کردند. به منظور ارزیابی عملکرد، از روش تحلیل یادداشت برداری عملکرد و شاخصهای: ضربات موثر، ضربات موفق و ضربات ناموفق یا خطاهای غیراجباری، استفاده شد. تحلیل رگرسیون نشان داد که استحکام ذهنی به شکل معنی داری در حدود 48 درصد از عملکرد ورزشی تحت فشار بازیکنان بدمینتون را تبیین میکند. نتایج مطالعه حاضر علاوه بر حمایت از پژوهشهای گذشته در زمینة نقش تعیین کنندة استحکام ذهنی در عملکرد، اعتبار درونی این مطالعات را افزایش داد.
https://spsyj.ssrc.ac.ir/article_1496_f5f9014b08cf57576f28155acf46edac.pdf
2019-01-21
19
30
10.22089/spsyj.2019.1215
سرسختی
تحلیل یادداشت برداری
اعتماد به نفس
کنترل هیجانات تحت فشار
ابراهیم
متشرعی
e_moteshareie@sbu.ac.ir
1
استادیار پژوهشگاه علوم ورزشی
LEAD_AUTHOR
سید محمد کاظم
واعظ موسوی
mohammadvaezmousavi@chmail.ir
2
استاد دانشگاه امام حسین (ع)
AUTHOR
بهروز
عبدلی
behrouz.abdoli@gmail.com
3
دانشگاه شهید بهشتی
AUTHOR
علیرضا
فارسی
ar.farsi@gmail.com
4
دانشگاه شهید بهشتی
AUTHOR
Abian-Vicen, J., Castanedo, A., Abian, P., & Sampedro, J. (2013). Temporal and notational comparison of badminton matches between men's singles and women's singles. International Journal of Performance Analysis in Sport, 13(2), 310-320.
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Kashani, V. Farokhi, A. Kazemnejad, A, Shaikh, M. (2015). Validity and reliability of the Persian version of sport mental toughness questionnaire (SMTQ). Motor Behaviure, 20(7), 15-26.. in Persian
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Loehr, J. E. (1995). The new mental toughness training for sports. New York: Plume.
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Moteshareie, E., Kordi, M., & Farokhi, A., & Kashani, V. (2011). The norm of bioenergetics characteristics of elite and advanced male and female Iranian Badminton players. Iranian journal of Research in Sport Medicine & Technology, 1(2), 79-94. in Persian
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Moteshareie, E., Alhaki, V., & Alhaki, A. (2013). Relationship betwwn sport scievement and mental toughness betwwen elite badminton players. paper presented at congress on Sport Sciences. Needs of Future Generation. in Persian
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33
ORIGINAL_ARTICLE
هیجان ورزشی و کارایی جمعی در ورزشکاران سالم و معلول
هدف پژوهش حاضر بررسی کارایی جمعی و هیجان ورزشی و عوامل پیشبینی کنندۀ منابع کارایی جمعی توسط هیجان ورزشی در ورزشکاران سالم و معلول بود که به روش پسرویدادی انجام شد. 41 ورزشکار معلول و 43 ورزشکار سالم به صورت خوشهای از رشتههای تیمی انتخاب شدند. پرسشنامههای هیجان ورزشی و کارآمدی جمعی در ورزش استفاده شدند. تحلیل واریانس چندمتغیره و رگرسیون چندمتغیری در سطح معناداری 05/0 استفاده شد. تفاوت معناداری در هیجان ورزشی و کارایی جمعی بین ورزشکاران سالم و معلول، نشان داده شد. از بین عوامل هیجان ورزشی و کارایی جمعی، تنها در عامل اضطراب و خشم، تفاوت معناداری بین دو گروه وجود داشت. علاوه براین، هیجان ورزشی در ورزشکاران معلول 31 درصد و در ورزشکاران سالم 15 درصد از تغییرپذیری کارایی جمعی را پیشبینی کرد. همچنین اهمیت سابقة ورزشی و تنظیم اضطراب و خشم در ورزشهای معلولین و شادی در ورزشکاران سالم مورد بحث قرار گرفت.
https://spsyj.ssrc.ac.ir/article_1491_31e13f6ef07ade149d784fe11ba215b9.pdf
2019-01-21
31
44
10.22089/spsyj.2018.6177.1659
هیجان ورزشی
کارایی جمعی
معلول
اضطراب
خشم
سید حجت
زمانی ثانی
hojjatzamani8@gmail.com
1
دانشگاه تبریز
LEAD_AUTHOR
زهرا
فتحی رضائی
zahra.fathirezaie@gmail.com
2
دانشگاه تبریز
AUTHOR
کوثر
عباسپور
kosar.abbaspour@gmail.com
3
دانشگاه تبریز
AUTHOR
منابع
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Keshtan, M. H., Ramzaninezhad, R., Kordshooli, S.S., Panahi, P.M. (2010). The relationship between collective efficacy and coaching behaviors in professional volleyball league of Iran clubs. World Journal of Sport Sciences, 3(1), 1-6.
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Lavallee, D., Thatcher, J., Jones, M.V. (2004). Coping and emotion in sport: Future directions: Nova Science.
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Lazarus, R. S. (2000). Cognitive-motivational-relational theory of emotion. In Y. L. Hanin (Ed.), Emotions in sport (pp. 39-63). Champaign, IL, US: Human Kinetics.
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Lazarus, R. S. (2000). How emotions influence performance in competitive sports. . The Sport Psychologist, 14(3), 229-252.
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47
ORIGINAL_ARTICLE
اثربخشی درمان مبتنی بر ذهن آگاهی بر استرس شغلی و خودکارآمدی شغلی مربیان تربیت بدنی
پژوهش حاضر با هدف تعیین اثربخشی درمانگری مبتنی بر ذهنآگاهی بر استرسشغلی و خودکارآمدی شغلی انجام شد. جامعه آماری پژوهش مربیان تربیت بدنی شنا، والیبال و بسکتبال اداره تربیت بدنی شهر قم بود. در این پژوهش آزمایشی، 30 نفر به روش نمونه گیری دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش به مدت هشت جلسه برنامه درمان را دریافت کرد و گروه کنترل برنامه ای را دریافت نکردند. به منظور جمع آوری داده ها از پرسشنامه های استرس شغلی و خودکارآمدی شغلی استفاده شد. داده ها با استفاده از آزمون کوواریانس تحلیل شد. نتایج نشان داد که بین نمرات پس آزمون دو گروه آزمایش و کنترل در استرس شغلی و خودکارامدی شغلی تفاوت معناداری وجود داشت. بنابراین، می توان نتیجه گرفت که استفاده از فنون مبتنی بر ذهن اگاهی بر کاهش استرس شغلی و افزایش خودکارمدی شغلی مربیان تربیت بدنی مؤثر است.
https://spsyj.ssrc.ac.ir/article_1381_3de03406a67e694c66542d68a82bbad6.pdf
2019-01-21
45
60
10.22089/spsyj.2018.4750.1508
درمانگری مبتنی بر ذهن آگاهی
استرس شغلی
خودکارآمدی شغلی
سلمان
زارعی
salman_zarei@yahoo.com
1
استادیار مشاوره- گروه روانشناسی ،مرکز آموزش عالی نوراباد- دانشگاه لرستان ، لرستان ، ایران
LEAD_AUTHOR
اعظم السادات
ارشد حسینی
arshadhosseini.sadat@gmail.com
2
کارشناس ارشد روانشناسی عمومی- گروه روانشناسی عمومی ، دانشگاه ازاد اسلامی واحد تهران جنوب ، تهران ، ایران
AUTHOR
Ahmadvand, Z., Heydarinasab, L., & Shairi, M .R. (2012). Prediction of Psychological Well –Being Based on the Comonents of Mindfulness. Health Psychology, 1(2), 60-69.
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63
ORIGINAL_ARTICLE
اثربخشی تمرینات ایروبیک به همراه موسیقی بر استرس، اضطراب و افسردگی کودکان با اختلال رفتاری درونریز
رفتار کودک از ابعاد مهم سلامتروان وی محسوب شده و پیامدهای قابل توجهی در زندگی آیندۀ وی خواهد داشت. هدف این پژوهش، بررسی اثربخشی تمرینات ایروبیک بر میزان استرس، اضطراب و افسردگی کودکان با اختلال رفتاری درونریز بود. با استفاده از روش نمونهگیری خوشهای، 30 نفر از دانشآموزان با اختلال رفتاری درونریز انتخاب شدند. ابزارهای بهکار رفته در پژوهش، شامل سیاهۀ رفتاری کودکان آخنباخ و پرسشنامة دس- فرم 21 سؤالی بود. پروتکل اجرایی نیز شامل برنامة تمرین ایروبیک در 12 جلسه 60 دقیقهای بود. نتایج تحلیل کواریانس نشان داد تفاوت معناداری بین میانگین نمرات پسآزمون گروه آزمایش با پسآزمون گروه کنترل، در میزان استرس، اضطراب و افسردگی وجود دارد. بنابراین، تمرینات ایروبیک بهمنظور کاهش استرس، اضطراب و افسردگی کودکان با اختلال رفتاری درونریز قابل استفاده است.
https://spsyj.ssrc.ac.ir/article_1492_4c405836a2971e085da6fde432b54fd2.pdf
2019-01-21
61
76
10.22089/spsyj.2018.5893.1625
تمرینات ایروبیک
استرس
اضطراب
افسردگی
کودکان با اختلال رفتاری درون ریز
مهلا
روحبخش اجتماعی
mahla.roohbakhsh71@gmail.com
1
کارشناس ارشد، روان شناسی ورزش، دانشگاه علامه طباطبائی، تهران
LEAD_AUTHOR
مریم
آیینی
ashna_aeini@yahoo.com
2
کارشناس ارشد روان شناسی ورزش دانشگاه آزاد تهران مرکز
AUTHOR
ناصر
صبحی قراملکی
aidasobhi@yahoo.com
3
دانشیار گروه روان شناسی ورزش دانشگاه علامه طباطبائی تهران
AUTHOR
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3
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Cole, D., & Turner, J. (1993). Models of cognitive mediation and moderation in child depression Journal of Abnormal Psychology, 102
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Douglas, L. G. Karen, C. W. (2014). Behavioral family therapy withy conduct disorder children. Behavioral therapy, 14, Pp: 37-53.
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Delfan, B., Armanfar, S., & Armanfar, M. (2013). Effect of aerobic and anaerobic exercise on anxiety and, blood cortisol secretion rate of young wrestlers. Yafte, 15 (3), Pp: 15-21.
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Dehghani, H., Farmanbar, R., Pakseresht, S., Kazem Nezhad, E. (2012). Effect of regular exercise on methods of problem centered stress coping mechanism. J Holist Nurs Midwifery, 22 (2), Pp: 33-39.
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Evans, S.W., Mullett, E., Weist, M. D., & Franz, K. (2015). Feasibility of the mind matters school mental health promotion program in American schools. Journal of Youth and Adolescence, 34, Pp: 51-58.
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Gururaj, G. (2013). Injury prevention and care: An important public health agenda for health, survival and safety of children. Indian Journal of Pediatrics, 80 (1), Pp: 100-108.
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Gulur, P., Fortier, M. A., Mayes, L. C., & Kain, Z. V. (2019). 3–Perioperative behavioral stress in children. A practice of anesthesia for infants and children, Pp: 25-43. https://doi.org/10.1016/B978-0-323-42974-0.00003-3.
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Glosser, R. (2016). Examination of the relationship between the Child Behavior Checklist/ 6-18 and the Social Responsiveness Scale Parent Forms using individuals with high functioning autism. Doctoral Dissertation, Indiana University of Pennsylvania.
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Goldstein, B. I., Carnethon, M. R., Matthews, K. A., McIntyre, R. S., Miller, G. E., Raghuveer, G., Stoney, C. M, Wasiak, H., & McCrindle, B. W. (2018). Major depressive disorder and bipolar disorder predispose youth to accelerated atherosclerosis and early cardiovascular disease: A scientific statement from the American Heart Association. Circulation, 132 (10), Pp: 965-986.
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Hashemi, A., Sheikh, M., & Shahrananian, Sh. (2017). The Effect of regular exercise on social interactions in children with intellectual disability. Rehabilitation Medicine, 10.22037/jrm.2018.110874.1590.
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Jafari, A., & Behboodi, M. (2017). The efficacy of aerobic exercises in reducing loneliness and promoting happiness in elderly. Iranian Journal of Psychiatric Nursing, 5 (5), Pp: 9-17.
16
Javanbakht, G., Vaez Mousavi, S. M. K., & Ghasemi, A. (2017). Effects of aerobic exercise with music on selected behavioral characteristics in bipolar patients. Sports Psychology Studies, 17, Pp: 119-128.
17
Lau, B. W. K. (2002). Stress in children: Can nurse help? Pediatric Nursing, 28 (1), 13-19.
18
Karageorghis CI. TP. (1997). The psychophysical effects of music in sport and exercise: a review. Sport Behav, 20, 54–68
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Kiluk, B. D., Weden, S., Culotta, V. P. (2009). Sport participation and anxiety in children with ADHD. J Atten Disord, 12 (6), 499-506.
20
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22
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24
Rodgers, A., & Dunsmuir, S. (2015). A controlled evaluation of the ‘FRIENDS for Life’ emotional resiliency programme on overall anxiety levels, anxiety subtype levels and school adjustment. Child and Adolescent Mental Health, 20 (1), Pp: 13-19.
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28
Shafiee, S., Hashemirazini, H., & Shahgholian, M. (2017). The role of parent-child interaction and sensory processing pattern in predicting children's internalizing and externalizing problems. Journal of Exceptional Children, 18 (1), 19-32.
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36
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37
ORIGINAL_ARTICLE
تاثیرآموزش راهبردهای یادگیری و دشواری تصمیم بر میزان دقت ضربة فورهند تاپ اسپین تنیس روی میز
هدف پژوهش حاضر بررسی تاثیر آموزش راهبردهای شناختی و فراشناختی در شرایط دشواری تصمیم بر دقت ضربة فورهند تاپ اسپین تنیس روی میز بود. شرکت کنندگان 29 بازیکن مرد ماهر با میانگین سنی 24/9±20/21 سال بودند که به صورت تصادفی به سه گروه راهبردهای فراشناختی، راهبردهای شناختی و کنترل تقسیم شدند. دشواری تصمیم با توجه به رنگ توپ و محل ضربه فورهند تاپ اسپین مشخص شد. آزمودنیها در مرحلة پیشآزمون و سپس در مرحله اکتساب 15 بلوک 20 کوششی را تمرین کردند، پس از 48 ساعت در آزمونهای یادداری و انتقال شرکت کردند. دادهها در مرحلة اکتساب با استفاده از آزمون تحلیل واریانس یک راهه با اندازه های تکراری و برای آزمونهای یادداری و انتقال از تحلیل واریانس یک راهه استفاده شد. نتایج تفاوت معناداری را در گروه تمرینی که از راهبردهای فراشناختی بهره گرفتند نسبت به سایر گروهها در مراحل یادداری و انتقال نشان داد. این یافتهها نشان میدهد استفاده از راهبردهای فراشناختی بر پیشرفت اجرای مهارتهایی که از دشواری تصمیم برخوردارند، موثر است.
https://spsyj.ssrc.ac.ir/article_1487_216dc558545d6e8284248c0b3c27223d.pdf
2019-01-21
77
90
10.22089/spsyj.2019.6636.1705
راهبردهای فراشناختی
راهبردهای شناختی
دشواری تصمیم
تنیس روی میز
رزا
رهاوی عزآبادی
rozarahavi@yahoo.com
1
رفتار حرکتی دانشکده تربیت بدنی و علوم ورزشی دانشگاه الزهرا تهران ایران
LEAD_AUTHOR
محمد رضا
صادقیان شاهی
r.sadeghian@yazd.ac.ir
2
دانشگاه یزد
AUTHOR
الهام
رضایی
iloorezaei@yahoo.com
3
دانشگاه یزد
AUTHOR
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40
ORIGINAL_ARTICLE
اثربخشی آموزش مهارتهای ارتباطی بر تاب آوری و خودکارآمدی تمرینی ورزشکاران نوجوان
هدف این پژوهش تعیین اثربخشی آموزش مهارتهای ارتباطی بر تابآوری و خودکارآمدی تمرینی در ورزشکاران نوجوان بود. به این منظور، 30 ورزشکار نوجوان (شهر گرگان) بهطور تصادفی ساده در دو گروه آزمایشی و کنترل (هر گروه 15 نفر) جای گرفتند. دوره آزمایشی متشکل از 12 جلسۀ 90 دقیقهای آموزش مهارتهای ارتباطی بود که به مدت چهار هفته به طول انجامید. اندازهگیریها در پیشآزمون و پسآزمون با استفاده از مقیاس تابآوری کونور و داویتسون (2003) و مقیاس خودکارآمدی باندورا (1997) انجام شد و دادههای حاصله با استفاده از تحلیل کوواریانس در سطح اطمینان 95 درصد تحلیل شدند. نتایج پژوهش نشان داد که پس از کنترل سطوح پیشآزمون، نمرههای تابآوری و خودکارآمدی تمرینی در گروه آزمایشی به طور معناداری بالاتر از گروه کنترل قرار دارد. براساس یافتههای این پژوهش میتوان نتیجهگیری کرد که آموزش مهارتهای ارتباطی، روش موثری برای افزایش تابآوری و خودکارآمدی تمرینی در ورزشکاران نوجوان میباشد.
https://spsyj.ssrc.ac.ir/article_1488_a71cfabd9f9167a10fbe1aa3a66b14a7.pdf
2019-01-21
91
106
10.22089/spsyj.2018.5518.1576
مهارت ارتباطی
تابآوری
خودکارآمدی تمرینی
ورزشکاران نوجوان
امیر
دانا
amirdana2008@yahoo.com
1
گروه تربیت بدنی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
LEAD_AUTHOR
نرگس
سلطانی
narsissoltani29@gmail.com
2
کارشناس ارشد روانشناسی عمومی، مشهد، ایران
AUTHOR
اعظم
فتحی زادان
azamfathizadan@yahoo.com
3
گروه تربیت بدنی، واحد دهاقان، دانشگاه آزاد اسلامی، دهاقان، ایران
AUTHOR
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Nikzad-Larijani, K. (2015). Relationship between thinking style and communication skills and self-efficacy of physical education teachers in Mazandaran province (Master thesis). Ayatollah Amoli Branch of Islamic Azad University. (Persian)
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Norgaard, B., Ammentorp, J., Ohm-Kyvik, K., & Kofoed, P. E. (2012). Communication skills training increases self-efficacy of health care professionals. Journal of Continuing Education in the Health Professions, 32(2), 90-97.
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Riley, D. (2013). Resilience determinants in women exposed to various degrees of intimate partner violence (Doctoral dissertation). University of Tasmania.
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Rodgers, W., & Sullivan, M. (2001). Task, coping and scheduling self-efficacy in relation to frequency of physical activity. Journal of Applied Social Psychology, 31(4), 741-753
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Rodgers, W., Wilson, P., Hall, C., Fraser, S., & Murray, T. (2008). Evidence for a multidimensional self-efficacy for exercise scale. Research Quarterly for Exercise and Sport, 79(2), 222-234.
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ORIGINAL_ARTICLE
پیشبینی اجرای پومسة تکواندو بر اساس نمرات حافظة کاری
پژوهش حاضر با هدف پاسخ به این سوال انجام شد که آیا از نمرات اولیة حافظة کاری میتوان اجرای پومسه را بعد از 10 جلسة آموزشی پیشبینی نمود. بدینمنظور تعداد 60 نفر آزمودنی در دامنة سنی 18 تا 24 سال در این پژوهش شرکت نمودند که ابتدا از طریق آزمون حافظة کاری ارزیابی و وارد مرحلة آموزش پومسه شدند. سپس رابطة بین متغیرهای حافظة کاری و نمرات اجرای پومسه در جلسة انتهایی بررسی گردید. نتایج نشان داد شاخصهای متفاوتی از آزمون حافظة کاری، زیرمؤلفههای متفاوتی از اجرای پومسه را پیشبینی میکنند. بهطورکلی یافتههای حاضر نشان میدهد که حافظة کاری عاملی مهم در تعیین موفقیت افراد مبتدی در اجرای پومسه است. این پژوهش را میتوان به عنوان یک مطالعة مقدماتی در حیطة پیشبینی عملکرد بر اساس ویژگیهای شناختی در نظر گرفت.
https://spsyj.ssrc.ac.ir/article_1489_911d81b6a8ba03ee862af5fa8a7abddc.pdf
2019-01-21
107
120
10.22089/spsyj.2019.6681.1711
حافظة کاری
پیشبینی عملکرد
استعدادیابی
محمدرضا
قاسمیان مقدم
mor.ghasemian@atu.ac.ir
1
گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبائی
LEAD_AUTHOR
الهام
میرنیا
mirnia.e@gmail.com
2
دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران
AUTHOR
Abernethy, B. (1989). Expert-novice differences in perception: How expert does the expert have to be? Canadian journal of sport sciences.
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Abernethy, B., Gill, D. P., Parks, S. L., & Packer, S. T. (2001). Expertise and the perception of kinematic and situational probability information. Perception, 30(2), 233-252.
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Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485.
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Barbey, A. K., Koenigs, M., & Grafman, J. (2013). Dorsolateral prefrontal contributions to human working memory. cortex, 49(5), 1195-1205.
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Bellgrove, M. A., Hester, R., & Garavan, H. (2004). The functional neuroanatomical correlates of response variability: evidence from a response inhibition task. Neuropsychologia, 42(14), 1910-1916.
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Bloomfield, J., Ackland, T., & Elliot, B. (1995). Applied Biomechanics and Anatomy in Sport: Wiley–Blackwell.
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Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of clinical neuropsychology, 23(2), 201-216.
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Cieslik, E. C., Mueller, V. I., Eickhoff, C. R., Langner, R., & Eickhoff, S. B. (2015). Three key regions for supervisory attentional control: evidence from neuroimaging meta-analyses. Neuroscience & biobehavioral reviews, 48, 22-34.
10
Diamond, A. (2013). Executive functions. Annual review of psychology, 64, 135-168.
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Faubert, J. (2013). Professional athletes have extraordinary skills for rapidly learning complex and neutral dynamic visual scenes. Scientific reports, 3, 1154.
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Friedman, N. P., & Miyake, A. (2004). The reading span test and its predictive power for reading comprehension ability. Journal of memory and language, 51(1), 136-158.
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Greene, C. M., Braet, W., Johnson, K. A., & Bellgrove, M. A. (2008). Imaging the genetics of executive function. Biological psychology, 79(1), 30-42.
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Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature reviews neuroscience, 9(1), 58.
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Jarrold, C., & Towse, J. N. (2006). Individual differences in working memory. Neuroscience, 139(1), 39-50.
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Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective. Psychonomic bulletin & review, 9(4), 637-671.
17
Lundgren, T., Högman, L., Näslund, M., & Parling, T. (2016). Preliminary investigation of executive functions in elite ice hockey players. Journal of clinical sport psychology, 10(4), 324-335.
18
Nejati, V. (2013). Correlation of risky decision making with executive function of brain in adolescences. J Res Behave Sci, 11(4), 270-278.
19
Pieter, W., & Bercades, L. T. (2009). Somatotypes of national elite combative sport athletes. Brazilian Journal of Biomotricity, 3 (1).
20
Tamm, L., Narad, M. E., Antonini, T. N., O’Brien, K. M., Hawk, L. W., & Epstein, J. N. (2012). Reaction time variability in ADHD: a review. Neurotherapeutics, 9(3), 500-508.
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Verburgh, L., Scherder, E. J., van Lange, P. A., & Oosterlaan, J. (2014). Executive functioning in highly talented soccer players. PloS one, 9(3), e91254.
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Vestberg, T., Gustafson, R., Maurex, L., Ingvar, M., & Petrovic, P. (2012). Executive functions predict the success of top-soccer players. PloS one, 7(4), e34731.
23
Vestberg, T., Reinebo, G., Maurex, L., Ingvar, M., & Petrovic, P. (2017). Core executive functions are associated with success in young elite soccer players. PloS one, 12(2), e0170845.
24
ORIGINAL_ARTICLE
کمالگرایی، فرسودگی و مشارکت در ورزشکاران: نقش میانجی تئوری خودمختاری
هدف از پژوهش حاضر بررسی نقش میانجی تئوری خودمختاری در رابطة کمالگرایی، فرسودگی و مشارکت در ورزشکاران است. جامعة آماری این پژوهش شامل ورزشکارانی میشود که در لیگ برتر و تیم ملی در تهران حضور داشتند و درمجموع 300 ورزشکار پرسشنامههای فرسودگی، کمالگرایی، مشارکت، تامین نیاز و عدم تامین نیاز را تکمیل کردند. بهمنظور تحلیل دادهها از آزمون همبستگی پیرسون و معادلات ساختاری استفاده شد. یافتهها نشان داد که دغدغههای کمالگرایی رابطه مثبتی با عدم تأمین نیاز و فرسودگی ورزشکار داشتند. برعکس، تلاش کمالگرایانه رابطه مثبتی با تأمین نیاز و مشارکت ورزشکار و رابطه عکس با عدم تأمین نیاز و فرسودگی ورزشکار داشتند. عدم تأمین نیاز رابطه مثبت با فرسودگی ورزشکار و رابطه عکس با تأمین نیاز و مشارکت ورزشکار داشتند. برعکس، تأمین نیاز رابطة مثبت با مشارکت ورزشکار و رابطه عکس با فرسودگی ورزشکار داشتند. همانگونه که انتظار میرود، روابط بین کمالگرایی- مشارکت و کمالگرایی- فرسودگی باوجود تأمین نیازهای بنیادی روانشناختی توجیه میشوند.
https://spsyj.ssrc.ac.ir/article_1382_ba7b7a4592bc6b004ac75ec57bf5d477.pdf
2019-01-21
121
132
10.22089/spsyj.2018.5560.1583
کمالگرایی
فرسودگی
مشارکت
تئوری خودمختاری
مونا
سمیع نیا
m.samienia@gmail.com
1
مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
AUTHOR
رضا
نیک بخش
nikbakhsh_reza@yahoo.com
2
گروه مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
LEAD_AUTHOR
علی محمد
صفانیا
a.m.safania@gmail.com
3
گروه مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی واحد علوم و تحقیقات، دانشگاه آزاد اسلامی ، تهران، ایران
AUTHOR
Azizi, S. Nikbakhsh, R (2011). The relationship between perfectionism and exhaustion in elite athletes with physical-motor disabilities. Evolutionary Psychology (Iranian Psychologists): Winter 2012, Volume 9, Number 34; 157 to 167.
1
Childs, J. H. & Stoeber, J. (2010). Self-oriented, other-oriented, and socially prescribed perfectionism in employees: Relationships with burnout and engagement. Journal of Workplace Behavioral Health, 25(4), 269-281.
2
Deci,E.L. (2001). The Sport Climate Questionnaire. Retrieved from http://www.selfdeterminationtheory.org/questionnaires/10-questionnaires/84
3
Deci, E. L. & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/s15327965pli1104_01
4
DeFreese, J. D. & Smith, A. L. (2013). Areas of worklife and the athlete burnout engagement relationship. Journal of Applied Sport Psychology, 25(2), 180-196.
5
Dunkley, D. M. Blankstein, K. R. Halsall, J. William, M. Winkworth,G. (2000). The relationship perfectionism and distress: hassles, coping and perceived social support as mediators and moderators. Journal of Counseling Psychology, 47, 437-453.
6
Eklund, R. C. Cresswell, S. L. (2007). athlete burnout. Handbook of sport psychology (3rd ed. pp. 621-641)
7
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8
Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
9
Gareth E. Jowetta, Andrew P. Hilla, Howard K. Halla & Thomas Curranb (2016); Perfectionism, burnout and engagement in youth sport: The mediating role of basic psychological needs. Psychology of Sport and Exercise 24 (2016) 18e26.
10
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11
Hall, H. K. & Hill, A. P. (2012). Perfectionism, dysfunctional achievement striving and burnout in aspiring athletes: the motivational implications for performing artists. Theatre, Dance and Performance Training, 3(2), 216-228.
12
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13
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14
li, C. Wang, C. K. J. Pyun, D. Y. Kee, Y.H. (2013). Relationship between self-determined motivation and burnout among athlete: a systematic review and meta-analysis. Psychology of sport and exercise. 14(5), 692-700.
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16
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18
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Stoeber, J. (2011). The dual nature of perfectionism in sport: relationships with emotion, motivation, and performance. International review of sport and exercise psychology, 4(2), 128-145.
20
Raedeke, T. D. & Smith, A. L. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport and Exercise Psychology, 23, 281-306.
21
ORIGINAL_ARTICLE
ارتباط سرسختیذهنی با فرسودگی ورزشی در ورزشکاران آسیبدیده حرفهای
هدف این پژوهش، بررسی رابطة استحکام ذهنی و فرسودگی ورزشی در ورزشکاران حرفهای آسیبدیده بود. روش پژوهش توصیفی، از نوع همبستگی و کاربردی بود. نمونة آماری را 142 نفر از ورزشکاران آسیبدیده در سطح حرفهای با دامنة سنی 15 تا 35 سال در رشتههای مختلف با استفاده از نمونهگیری در دسترس تشکیل دادند. از پرسشنامههای استحکام ذهنی و فرسودگی ورزشی برای جمعآوری دادهها و از ضریب همبستگی پیرسون و رگرسیون ساده و آزمون تی برای تحلیل دادهها استفاده شد. نتایج نشان داد استحکام ذهنی با ضریب همبستگی 42/0- با فرسودگی ورزشی ورزشکاران آسیبدیده ارتباط قوی منفی دارد. براساس مدل رگرسیون، 18 درصد از واریانس فرسودگی توسط واریانس استحکام ذهنی تبیین میگردد. آزمون تی مستقل، تفاوت معنادار بین استحکام ذهنی و فرسودگی ورزشکاران آسیبدیده زن و مرد را تأیید کرد. در کل یافتهها نشان داد هرچه استحکام ذهنی ورزشکاران بالاتر باشد احتمال فرسودگی در دوران آسیبدیدگی کمتر است.
https://spsyj.ssrc.ac.ir/article_1383_33730744b09d1a67603275fd21a18f84.pdf
2019-01-21
133
150
10.22089/spsyj.2018.5611.1593
استحکام ذهنی
فرسودگی ورزشی
آسیبدیده
ورزش حرفهای
نگار
آرازشی
negar_arazeshi@yahoo.com
1
استادیار گروه تربیت بدنی، مؤسسه آموزش عالی المهدی مهر اصفهان، اصفهان، ایران.
LEAD_AUTHOR
زهرا
علیخانی دهقی
zalikhani147@gmail.com
2
کارشناس ارشد روانشناسی ورزشی، دانشگاه آزاد اسلامی واحد خمینی شهر، اصفهان، ایران
AUTHOR
زهرا
محمدی
zahra91zm@gmail.com
3
کارشناس ارشد روانشناسی ورزشی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران
AUTHOR
Adam Nicholls, A. R., (2009). Mental toughness in sport: Achievement level, gender, age, experience, and sport type difference. Personality and Individual Differences, 47, 73–75.
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ORIGINAL_ARTICLE
تحلیل جرم شناختی تئوری ناکامی – پرخاشگری در خشونت تماشاگران فوتبال
هدف پژوهش بررسی تئوری ناکامی – پرخاشگری درخشونت تماشاگران تیمهای استقلال و پرسپولیس تهران از منظر جرم شناختی است. دراین مطالعة نیمه تجربی که به روش پیمایشی-توصیفی انجام گرفته، ۳۸۴ نفر از طرفداران استقلال و پرسپولیس تهران به صورت تصادفی انتخاب شدند. دادههای پژوهش از طریق پرسشنامة محقق ساخته در د وقسمت اطلاعات فردی و رفتاری با ۳۰ پرسش جمع آوری و با استفاده از نرم افزاراس. پی.اس.اس نسخة ١٩ تحلیل شد. یافته های این پژوهش بر غلبه خشونت در بُعد کلامی تاکیدکرده وعواملی نظیر ناکامی برای حضور در ورزشگاه، شکست تیم محبوب، قضاوت نامناسب داور و بازی نامناسب تیم محبوب در بروز خشونت تماشاگران فوتبال را موثر می داند. غلبه با متغیر شکست تیم محبوب و قضاوت نامناسب داور است.
https://spsyj.ssrc.ac.ir/article_1384_8fc905be856a9e467b8a690a822b7f39.pdf
2019-01-21
151
166
10.22089/spsyj.2018.5968.1633
جرم شناسی روانی
ناکامی
پرخاشگری
وندالیسیم
مجید
آقایی
majidaghaei1357@gmail.com
1
گروه حقوق دانشکده ی علوم انسانی دانشگاه آزار إسلامی واحد اسلام شهر (ایران)
LEAD_AUTHOR
کیوان
ملانوروزی
keivannorozy@gmail.com
2
استادیار، گروه تربیت بدنی و علوم ورزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
AUTHOR
Abdoll, B. (2004). psychosocial principle, inphysical Education and teching. Tehran Bamdad book publishing, p:8.
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Cashmore, E. (1998). Making sense of sports Routledege. p: 24.
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31
ORIGINAL_ARTICLE
اثربخشی آموزش کوتاهمدت آگاهی موقعیتی بر تنظیم شناختی هیجانی و نمرات تیراندازی با تفنگ بادی
هدف پژوهش حاضر تعیین اثربخشی آموزش آگاهی موقعیتی بر تنظیم شناختی هیجان و عملکرد تیراندازی بود. طرح پژوهش نیمهآزمایشی و از نوع پیشآزمون ـ پسآزمون با گروه کنترل است. جامعۀ آماری، دانشجویان یکی از مراکز آموزشی نظامی تهران و نمونة پژوهش شامل 22 نفر بود که به روش در دسترس انتخاب و به روش تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش، آموزشهای آگاهی موقعیتی بر مبنای نظریة اندسلی را دریافت نمودند. علاوه بر تکمیل پرسشنامة تنظیم شناختی هیجانی گرانفسکی، آزمون استاندارد تیراندازی از آنان به عمل آمد. دادهها توسط آزمون کوواریانس چند متغیری تحلیل و نتایج نشان داد آموزش کوتاهمدت آگاهی موقعیتی به طور معناداری موجب افزایش تنظیم هیجانی و افزایش رکورد تیراندازی در مرحلة پس آزمون شده است. این پژوهش اهمیت آگاهی موقعیتی را بر تنظیم شناختی هیجان و عملکرد تیراندازی نشان داد.
https://spsyj.ssrc.ac.ir/article_1361_a8ab4ecf62f873c86557445abdf1579d.pdf
2019-01-21
167
178
10.22089/spsyj.2018.4595.1490
آگاهی موقعیتی
تنظیم شناختی هیجان
تیراندازی
مرتضی
ناجی
aanaji1371@gmail.com
1
گروه تربیت بدنی، دانشگاه امام حسین، تهران، ایران
AUTHOR
احمدعلی
ناجی
aanaji1242@gmail.com
2
گروه روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران
LEAD_AUTHOR
Blanchette, I., & Richards, A. (2010). The influence of effect on higher level cognition: A review of research on interpretation, judgment, decision making and reasoning. Cognition and Emotion, 24(4); Pp: 561-595.
1
Ebrahimi, E. (2013). The relationship between muscle strength and some anthropometric features with the accuracy of Kalashnikov's weapons targeting in liner condition. Master thesis of Imam Hossain University. In Persian Endsley, M. R. (1988). Design and evaluation for situation awareness enhancement. Proceedings ofthe Human Factors Society 32nd Annual Meeting Santa Monica, CA: Human FactorsSociety.Pp: 97-101.
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Endsley, M. R. (1995). Measurement of situation awareness in dynamic systems. Human Factors, 37; Pp: 65-84.
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Endsley, M. R. (1999). Situation awareness and human error: Designing to support human performance In Proceedings of the High Consequence System Surety Conference. Albuquerque, NM:Sandia National Laboratory. Pp: 45-69
4
Endsley, M. R., & Garland, D. J. (2000). Pilot situation awareness training in general aviation. In Proceedingsof the 14th Triennial Congress of the International Ergonomics Association and the 44thAnnual Meeting of the Human Factors and Ergonomics Society, Pp: 357-360.
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Endsley, M. R., & Robertson, M. M. (2000). Training for situation awareness. Situation awareness and measurement, Pp: 349-365.
6
Fairclough, S. H., Venables, L., & Tattersall, A. (2005). The influence of task demand and learning on the psychophysiological response. International Journal of Psychophysiology, 56; Pp: 171-184.
7
Garnefski N, Kraaij V, & Spinhoven P. (2001) Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences. 30; Pp: 1311-1327.
8
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation. York, NY: Guilford Press. Pp: 3-20.
9
Hansen, A. L., Johnsen, B. H., & Thayer, J. F. (2003). Vagal influence on working memory and attention. International Journal of Psychophysiology, 48; Pp: 263-274.
10
Hansen, A. L., Johnsen, B. H., Sollers, J., Stenvik, K., & Thayer, J. (2004). Heart rate variability and its relation to prefrontal cognitive function: The effects of training and detraining. European Journal ofApplied Psychology, 9(3); Pp: 263–272.
11
Hasani, J. (2012). The validity and validity of the short form of emotional cognitive regulation questionnaire. Behavioral Sciences Research. 9(4); Pp: 229-241. In Persian
12
Jeon, M. (2012). Effects of Affective State on Driver Situation Awareness and Adaptive Mitigation Interfaces: Focused on Anger. A Dissertation Presented to the Academic Faculty.
13
Johannsdottir, K. R., & Herdman, C. M. (2010). The role of working memory in supporting drivers' situation awareness for surrounding traffic. Human Factors, 52(6); Pp: 663-673.
14
Kelly, A. B. (2007). Friend/Foe Identification Accuracy and Shooting Performance: Effects of Prior Task Loading and Time Pressure. Dissertation in the Department of Psychology in the College of Sciences at the University of Central Florida.
15
Klein, G. (2000). Analysis of situation awareness from critical incident reports. In M. R. Endsley & D. J. Garland (Eds.), Situation awareness and measurement. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Pp: 51–72.
16
Matthews, M. D., Strater, L. D., & Endsley, M. R. (2004). Situation awareness requirements for infantry platoon leaders. Military Psychology,1(6);Pp: 149-161.
17
Rodgers, M. D., Mogford, R. H., & Strauch, B. (2000). Post hoc assessment of situation awarenessin air traffic control incidents and major aircraft accidents.Mahwah, NJ: Lawrence Erlbaum Associates,Pp: 73-112.
18
Romano, D. M., & Brna, P. (2001). Presence and reflection in training: Support for learning to improve quality decision-making skills under time limitations. Cyberpsychology & Behaviour, 4; Pp: 265-277.
19
Sackett, Paul R. and Mavor, Anne S. (2006). Assessing Fitness for Military Enlistment. Washington: National Academies Press.
20
Saus, E., Johnsen, B. H., Eid, J., Riisem, P. Ketil, Andersen, Rune and Thayer, Julian F. (2006). The Effect of Brief Situational Awareness Training in a Police Shooting Simulator: An Experimental Study. Military Psychology. 18(Suppl.); Pp: 3-21
21
Schulz CM, Endsley, MR, Kochs EF, Gelb AW, Wagner KJ. (2013) Situation Awareness in Anesthesia - Concept and Research. Anesthesiology. 118(3); Pp: 729-42.
22
Scribner, D. R., Wiley, P. H., and Harper, W. H. (2007). The Effect of Continuous Operations and Various Secondary Task Displays on Soldier Shooting Performance. Army Research Laboratory. 25(2); Pp: 124-154.
23
Scribner. D R. (2016). Predictors of Shoot–Don’t Shoot Decision-Making Performance: An Examination of Cognitive and Emotional Factors. Journal of Cognitive Engineering and Decision Making. 10(1); Pp: 3-13.
24
Shebilske,W. L., Goettl, B. P.,&Garland, D. J. (2000). Situation awareness, automaticity, and training.Mahwah, NJ: Lawrence Erlbaum Associates, Pp: 303-324.
25
Svensson, E. A., & Wilson, G. F. (2002). Psychological and psychophysiological models of pilot performance for systems development and mission evaluation. International Journal of Aviation Psychology,1(2); Pp: 95-110.
26
Thayer, J. F., & Lane, R. D. (2000). A model of neurovascular integration in emotion regulation and dysregulation. Journal of Affective Disorders, 6(1); Pp: 201-216.
27
ORIGINAL_ARTICLE
تغییرات بازنمایی ذهنی بر اثر تمرین تصادفی و مسدود
هدف از تحقیق حاضر بررسی تغییرات بازنمایی ذهنی از تکلیف ضربه گلف بر اثر تمرین تصادفی و مسدود بود. 30 نفر شرکتکننده به سه گروه تصادفی، مسدود و کنترل تقسیم شدند. ابتدا سطح اولیه بازنمایی ذهنی افراد تعیین شد و 18 کوشش را به عنوان پیش آزمون انجام دادند. سپس به مدت شش روز متوالی به تمرین تکلیف مورد نظر پرداختند. یک هفته بعد از آخرین جلسه تمرینی سطح نهایی بازنمایی ذهنی شرکتکنندگان مورد سنجش قرار گرفت و 18 کوشش را به عنوان پس آزمون اجرا کردند. نتایج این تحقیق نشان داد که گروه تصادفی نسبت به گروه مسدود در مرحله اکتساب خطای بیشتری انجام داده است اما در یادداری نسبت به این گروه عملکرد دقیقتری داشت. علاوه بر این نشان داده شد که گروه تصادفی نسبت به گروه مسدود بازنمایی ذهنی ساختاریافتهتری دارد و همچنین این ساختار مشابهت بیشتری با بازنمایی ذهنی افراد ماهر دارد. این نتایج نشان دهنده آن است که احتمالا دلیل یادگیری بهتر گروه تصادفی نسبت به مسدود ایجاد یک بازنمایی ساختاریافتهتر از تکلیف میباشد.
https://spsyj.ssrc.ac.ir/article_1386_10febcc319314a9a0e23cd9a8a7fa8b0.pdf
2019-01-21
179
194
10.22089/spsyj.2018.1386
تداخل زمینهای
بازنمایی ذهنی
تمرین تصادفی
تمرین مسدود
داود
فاضلی
david.fazeli@mail.um.ac.ir
1
استادیار دانشگاه شیراز
LEAD_AUTHOR
حمیدرضا
طاهری
hamidtaheri@um.ac.ir
2
استاد دانشگاه فردوسی مشهد
AUTHOR
علیرضا
صابری کاخکی
askakhki@um.ac.ir
3
دانشیار دانشگاه فردوسی مشهد
AUTHOR
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of motor behavior, 3(2): 111-150.
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Bläsing, B., Schack, T., & Brugger, P. (2010). The functional architecture of the human body: Assessing body representation by sorting body parts and activities. Experimental Brain Research, 203(1): 199-129.
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Bläsing, B., Tenenbaum, G., & Schack, T. (2009). The cognitive structure of movements in classical dance. Psychology of Sport and Exercise, 10(3): 350-360.
3
Brady, F. (1998). A theoretical and empirical review of the contextual interference effect and the learning of motor skills. Quest, 50(3):266-293.
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Frank, C., Land, W. M., & Schack, T. (2013). Mental representation and learning: the influence of practice on the development of mental representation structure in complex action. Psychology of Sport and Exercise, 14(3):353-361.
5
Hodges, N., & Williams, M. A. (2012). Skill acquisition in sport: research, theory and practice: Routledge.
6
Hodges, N. J., Huys, R., & Starkes, J. L. (2007). Methodological review and evaluation of research in expert performance in sport. Handbook of Sport Psychology, Third Edition,159-183.
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Lee, T. D., & Magill, R. A. (1983). The locus of contextual interference in motor-skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9(4):730.
8
Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition? Advances in Psychology, 27: 3-22.
9
Lee, T. D., Wulf, G., & Schmidt, R. A. (1992). Contextual interference in motor learning: Dissociated effects due to the nature of task variations. The Quarterly Journal of Experimental Psychology,44(4): 627-644.
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Lin, C.-H., Fisher, B. E., Winstein, C. J., Wu, A. D., & Gordon, J. (2008). Contextual interference effect: Elaborative processing or forgetting—Reconstruction? A post hoc analysis of transcranial magnetic stimulation—Induced effects on motor learning. Journal of Motor Behavior, 40(6): 578-586.
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Magill, R. A., & Anderson, D. (2014). Motor learning and control: Concepts and applications (Vol. 11): McGraw-Hill New York.
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Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human movement science, 9(3):241-289.
13
Morgan, A. (2014). Representations gone mental. Synthese, 191:213-294.
14
Santos, J. M., & Embrechts, M. (2009). On the use of the adjusted rand index as a metric for evaluating supervised classification. Paper presented at the International Conference on Artificial Neural Networks.
15
Schack, T. (2004). The cognitive architecture of complex movement. International journal of sport and exercise psychology, 2(4): 403-438.
16
Schack, T. (2012). Measuring mental representations. Measurement in sport and exercise psychology, 203-214.
17
Schack, T., & Mechsner, F. (2006). Representation of motor skills in human long-term memory. Neuroscience letters, 391(3): 77-81.
18
Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological review, 82(4): 225-260.
19
Schmidt, R. A., & Lee, T. (1988). Motor control and learning: Human kinetics.
20
Schmidt, R. A., & Lee, T. (2005). Motor control and learning: Human kinetics
21
Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2):179.
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Stöckel, T., Hughes, C. M., & Schack, T. (2012). Representation of grasp postures and anticipatory motor planning in children. Psychological research, 76(6)768-776.
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Thomas, K. T., & Thomas, J. R. (1994). Developing expertise in sport: The relation of knowledge and performance. International Journal of Sport Psychology.
24
Velentzas, K., Heinen, T., Tenenbaum, G., & Schack, T. (2010). Functional mental representation of volleyball routines in German youth female national players. Journal of Applied Sport Psychology, 22(4), 474-485.
25
Weigelt, M., Ahlmeyer, T., Lex, H., & Schack, T. (2011). The cognitive representation of a throwing technique in judo experts–Technological ways for individual skill diagnostics in high-performance sports. Psychology of Sport and Exercise, 12(3): 231-235.
26
Williams, A. M., & Hodges, N. J. (2004). Skill acquisition in sport: Research, theory and practice: Routledge
27
Wulf, G., & Lee, T. D. (1993). Contextual interference in movements of the same class: Differential effects on program and parameter learning. Journal of motor behavior,25(4):254-263.
28
ORIGINAL_ARTICLE
تاثیر جنسیت و ریتم شبانهروزی بر عملکرد حافظة حرکتی و انگیزة پیشرفت در جوانان
هدف از انجام پژوهش حاضر مقایسة عملکرد حافظة حرکتی و انگیزة پیشرفت در دانشجویان دختر و پسر با ریتم شبانهروزی متفاوت بود. نمونة آماری را ۵۰ شرکت کنندة صبح فعال (۲۵ زن و ۲۵ مرد) و ۴۰ شرکت کنندة عصر فعال (۱۷ زن و ۲۳ مرد) تشکیل داد. یافتهها برای متغیر عملکرد حافظه حرکتی پیشرفت نشان داد اثر تعاملی جنسیت در ریتم شبانهروزی معنادار نبود. مقایسه میانگینها نشان داد پسران عصرفعال دارای بهترین میانگین حافظة حرکتی و دختران صبح فعال دارای ضعیفت ترین عملکرد حافظة حرکتی بودند. برای متغیر انگیزة پیشرفت، یافته ها نشان داد اثر تعاملی جنسیت و ریتم شبانه روزی معنادار نبود اما اثر اصلی ریتم شبانه روزی معنادار بود. نتایج آزمون تعقیبی توکی نشان داد بین انگیزه پیشرفت در پسران با ریتم شبانهروزی عصرگاهی با انگیزة پیشرفت دختران با ریتم شبانهروزی صبحگاهی تفاوت معنادار وجود دارد. دانشجویان پسر با ریتم شبانهروزی عصرگاهی دارای پایین ترین نمره انگیزة پیشرفت و دانشجویان دختر با ریتم شبانهروزی صبحگاهی دارای بالاترین نمرة انگیزش پیشرفت بودند.
https://spsyj.ssrc.ac.ir/article_1406_4f0e85a557fec34a12eea9dde42e47a7.pdf
2019-01-21
195
212
10.22089/spsyj.2018.5531.1577
ساعت بیولوژیک بدن
تکلیف تطبیق رنگ زنجیره ای
حافظة حرکتی
دانشجویان
پروانه
شمسی پور دهکردی
pshamsipour@gmail.com
1
استادیار گروه رفتار حرکتی دانشکده تربیت بدنی دانشگاه الزهرا (س) تهران
LEAD_AUTHOR
فاطمه
نجفیان
f.najafian95@gmail.com
2
دانش آموخته دانشکده تربیت بدنی و علوم ورزشی دانشگاه الزهرا (س) تهران
AUTHOR
فاطمه
میر
fatemeh.mir3341@gmail.com
3
دانش آموخته دانشکده تربیت بدنی و علوم ورزشی دانشگاه الزهرا (س) تهران
AUTHOR
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ORIGINAL_ARTICLE
مقایسه مهارتهای تصویرسازی دیداری و حسی-حرکتی در داوران کماشتباه و پُراشتباه فوتبال
هدف از این پژوهش مقایسه مهارتهای تصویرسازی دیداری و حسی-حرکتی در داوران کماشتباه و پراشتباه فوتبال بود. این پژوهش از نوع علی مقایسهای و به لحاظ هدف کاربردی بود. شرکتکنندگان شامل ۳۰ داور مرد استان فارس بودند که بهصورت داوطلبانه انتخاب شدند و بر اساس میانگین نمرات نظارت، به ۲ گروه داوران کماشتباه (۱۷ داور) و داوران پراشتباه (۱۳ داور) گروهبندی شدند. پرسشنامة تصویرسازی دیداری مارکس (۱۹۷۳) و پرسشنامة تصویرسازی حرکتی ایساکس و همکاران (۱۹۸۶) در ارزیابی مهارت تصویرسازی آن داوران به کار گرفته شد. نتایج نشان داد که داوران کماشتباه نسبت به داوران پراشتباه توانایی تصویرسازی دیداری و حسی-حرکتی بهتری دارند و این کمک میکند تا میزان اشتباه کمتری در عملکردشان داشته باشند. بر اساس نتایج به داوران توصیه میشود برای بهبود عملکردشان از مهارتهای تصویرسازی ذهنی استفاده نمایند.
https://spsyj.ssrc.ac.ir/article_1493_bc52d1ccebda7895f3b043dbcbc7bee0.pdf
2019-01-21
213
228
10.22089/spsyj.2018.5391.1559
تصویرسازی دیداری
حسی-حرکتی
میزان اشتباه
داوران فوتبال
محمد
افشار
mohammadafshar31572@gmail.com
1
دانشگاه شیراز
AUTHOR
ربابه
رستمی
rostami@shirazu.ac.ir
2
بخش علوم ورزشی، دانشگاه شیراز، شیراز، ایران.
LEAD_AUTHOR
مجید
چهارده چریک
mcheric14@gmail.com
3
عضو هیئت علمی دانشگاه شیراز
AUTHOR
منابع
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