پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 The Effect of Online Cognitive Training on Working Memory, Inhibition and Shooting Performance Accuracy: A New Training Approach During Quarantine تأثیر تمرینات شناختی برخط بر حافظۀ کاری، بازداری و دقت عملکرد تیراندازی: رویکرد نوین تمرینی در دوران قرنطینه 1 16 4343 10.22089/spsyj.2024.16566.2466 FA محمدرضا قاسمیان مقدم دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران 0000-0003-4067-6147 یاسر جانباز امیرانی دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران 0000-0002-6040-6040 هادی مرادی دانشکده مهندسی برق و کامپیوتر، دانشگاه تهران، تهران، ایران 0000-0003-1595-7756 مسعود اردکانی مقدم گروه علوم شناختی، دانشگاه فردوسی مشهد، ایران 0009-0009-6776-4877 مهدیه تاج پور دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران 0009-0007-8300-4435 زهرا سلمان دانشکده تربیت‌بدنی و علوم ورزشی، دانشگاه علامه طباطبائی، تهران، ایران 0000-0001-7093-7518 Journal Article 2024 03 26 Background and Purpose Optimal performance in sports is a multidimensional variable influenced by various factors. Although physical and skill components receive significant attention, cognitive functions especially in areas like shooting, also play a crucial role. According to research on the relationship between cognitive functions and athletic performance, and the potential decline in performance due to the lack of shooting training during the COVID-19 quarantine, it was hypothesized that engaging in cognitive training and subsequent enhancing cognitive functions could lead to improved athletic performance. This study aimed to explore the impact of cognitive training on core executive functions like working memory and inhibition in athletes. The research sought to determine if these exercises could prevent the decline in cognitive functions and subsequent deterioration in sports performance caused by inactivity in marksmen, or potentially enhance the performance of these athletes. Materials and Methods A total of 30 beginner learners in the field of rifle shooting, aged between 18 and 24 years, participated in a training course for shooting. At the end of the course, their performance was recorded. However, due to the outbreak of the coronavirus and the closure of sports facilities, these individuals did not participate in shooting training during the experimental period. Subsequently, based on their initial records, they were divided into two experimental and control groups in order to peering the shooting records of the groups. In both groups, at the beginning of the intervention, the inhibitory control through continuous performance test and working memory through n-back test were assessed. Both tests were conducted online without participants visiting the laboratory. Then, athletes in the experimental group engaged in online cognitive training using the Maghzineh program. The Maghzineh program consisted of 24 cognitive training sessions based on attention and working memory, with the difficulty level of the training gradually increasing. In this program, individuals in each session engaged in a game format to practice cognitive components such as selective attention, divided attention, inhibitory control, visuospatial working memory, and related cognitive functions. After the completion of the sessions, both groups performed cognitive tests again to examine the changes in the two groups during this time period. In addition, at the end of the cognitive training period and after the partial lifting of restrictions and adherence to health protocols, the shooting records of the athletes were re-evaluated. Then, in order to test the research hypotheses, a factorial analysis of variance (ANOVA) with a 2*2 design was employed. In this design, two groups (experimental and control) were examined in two time periods: pre-test and post-test. The interaction effects of the group were investigated during the time periods under examination. Findings Shooting performance In the analysis of group shooting records, the results showed that although there was no significant difference in the main effect of group and test phase (P>0.05), but the interaction effect (F1, 28=0.35=32.41, P=0.001, η2=0.5), indicated that the experimental group had a significant improvement compared to the control group. N-back test The results of the omission errors showed that the main effect of group (F1, 28=0.018, P=0.89, η2=0.001) and the interaction effect were not significant (P>0.05), but the main effect of test phase was significant (F1, 28=284.08, P=0.03, η2=0.14). The findings from the commission error showed that the main effect of group (F1, 28=24.83, P=0.01, η2=0.47), the main effect of test phase (F1, 28=67.22, P=0.01, η2=0.70), and the interaction effect were all statistically significant (F1, 28=46.55, P=0.01, η2=0.62). Based on these results, there was a significant decrease in this type of error from the pre-test to the post-test in the experimental group. The analysis of the number of correct responses showed no significant main effect of group, test phase and interaction effect (P>0.05). In the reaction time, the main effect of group was not significant (P>0.05), and the test phase did not show any significant effect (P>0.05). Additionally, no interaction effect was found (P>0.05). Continuous performance test The results of omission errors showed that the main effect of group (F1, 28=9.47, P=0.005, η2=0.2) and the test phase were significant (F1, 28=46.75, P=0.001, η2=0.6). Furthermore, an interaction effect was observed, indicating a significant reduction in error rate during the pre-test to post-test intervals in the experimental group (F1, 28=18.86, P=0.01, η2=0.4). In the commission error, the main effect of group (F1, 28=12.56, P=0.001, η2=0.3) and the main effect of test phase (F1, 28=21.47, P=0.001, η2=0.4) were significant. Additionally, a significant interaction indicated a reduction in errors for the experimental group during this time interval (F1, 28=24.52, P=0.01, η2=0.4). The analysis of the correct responses also indicates a significant main effect of group (F1, 28= 9.47, P = 0.005, η2 = 0.2). The test phase was also found to have a significant effect (F1, 28= 46.75, P = 0.01, η2 = 0.6). Furthermore, a significant improvement was found in the experimental group during the pre-test and post-test period (F1, 28= 18.86, P = 0.01, η2 = 0.4). Although the findings of the reaction time indicated that the main effect of group, test phase, and interaction effect were not observed (P>0.05). Conclusion In general, the findings have shown that individuals who participated in cognitive training demonstrated significant improvements in cognitive functions such as inhibition and working memory. These results can be interpreted from the perspective of near transfer in the specific task that was trained. Furthermore, progress in cognitive functions has led to a reduction in shooting performance impairment resulting from a lack of practice in the experimental group, and even an increase in shooting records, which supports the likelihood of the occurrence of far transfer from these exercises. In explaining the present findings, it appears that cognitive training strengthens and facilitate the activity of specific brain regions involved in successful performance in cognitive tasks, which may be related to shooting performance. In the behavioral domain, there can also be observed the presence of self-regulatory strategies that are similar between cognitive training and shooting performance. Based on the current findings, it is recommended that coaches utilize these training to improve cognitive functions and shooting performance, particularly during periods when physical exercise is limited due to factors such as pandemics or injuries. Compliance with ethical guidelines All procedures were in accordance with the ethical standards of Allameh Tabataba'i University research committee and approved by the Research Ethics Committee (code: IR.ATU.REC.1399.040). After giving the initial instruction about the study, informed written consent was obtained from all participants. All of them participated in this study voluntarily. Funding This project has been supported by the “Allameh Tabataba'i University” Authors' contributions All authors contributed equally to the data collection, conceptualization, data analysis; presentation of the idea, authorship of the introduction, discussion and methodology, writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. Acknowledgments We sincerely thank and appreciate all the people who cooperated in the present research. هدف: بررسی مؤلفه‌های شناختی زیربنایی عملکرد ورزشی یکی از موضوعات توجه‌شده در سال‌های اخیر است. پژوهش حاضر با هدف بررسی تأثیر تمرینات شناختی آنلاین بر حافظه‌کاری، بازداری و تغییرات عملکرد تیراندازی متعاقب آن در دوره بی‌تمرینی ناشی از قرنطینه کرونا انجام شد. مواد و روش ها: تعداد 30 نفر از تیراندازان مرد مبتدی در دامنه سنی 18 تا 24 سال که به دلیل شیوع کرونا در تمرینات تیراندازی شرکت نمی‌کردند، از طریق رکوردگیری تیراندازی در فاصله 10 متر ارزیابی شدند و از طریق همتاسازی براساس رکورد اولیه به دو گروه آزمایشی و کنترل تقسیم‌ شدند. ورزشکاران در گروه تجربی به مدت 24 جلسه به تمرینات شناختی برخط مبتنی بر توجه و حافظه‌کاری با استفاده از برنامه تمرین شناختی مغزینه پرداختند. در هر دو گروه به‌منظور بررسی تأثیر مداخله، در مراحل پیش‌آزمون و پس‌آزمون علاوه‌بر رکورد تیراندازی، از آزمون‌های عملکرد پیوسته و ان‌بک استفاده شد. یافته ها: نتایج نشان داد که تمرینات مغزینه باعث بهبود معنا‌دار مؤلفه‌های خطای حذف (P=0.001)، خطای ارتکاب (P=0.01)، تعداد پاسخ‌های صحیح (P=0.01) در آزمون عملکرد پیوسته و همچنین بهبود معنا‌دار مؤلفه خطای ارتکاب (P=0.01) در آزمون ان‌بک شد. علاوه بر این، نتایج رکوردگیری تیراندازی نشان داد، این تمرینات به‌طور معنا‌داری (P=0.0001) از افت عملکرد تیراندازی در دوره بی‌تمرینی جلوگیری کرده است. نتیجه گیری: به نظر می‌رسد، تمرینات شناختی آنلاین روشی مناسب برای بهبود کارکردهای اجرایی پایه است که متعاقب آن تأثیر مثبتی بر عملکرد تیراندازی گذاشته است و می‌تواند در شرایطی خاص نظیر بی‌تمرینی به هر دلیلی ازجمله در دوران قرنطینه به‌عنوان روشی مناسب استفاده شود.

https://spsyj.ssrc.ac.ir/article_4343_2000f6325dfc4fc3201fc45ed01c7a5d.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Structural Relationships Between Athletes' Self-Esteem Dimensions and Sports Motivation روابط ساختاری ابعاد عزت نفس با انگیزه ورزشی ورزشکاران 17 31 4416 10.22089/spsyj.2024.15718.2439 FA راحله شیرین کاری کارشناس ارشد روانشناسی، دانشکده روانشناسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران 0009-0001-0137-1984 بیوک تاجری گروه روان شناسی، واحد کرج،دانشگاه آزاد اسلامی،کرج،ایران. 0000-0001-9575-9236 Journal Article 2023 09 28 Background and Purpose One of the crucial topics in sports psychology that influences the level and intensity of athletes' performance is motivation. Motivation is a structural construct used to describe the internal or external forces that create intent, direction, intensity, and persistence in behavior. In fact, motivation is the primary factor driving effort and reinforcing voluntary behaviors in humans to achieve goals. Motivation in sports activities refers to the tendencies, social variables, or cognitive factors that arise during play and competition with others. When individuals lack the intention or desire to participate in a specific activity, a lack of motivation becomes apparent (Khoda Dadi et al., 2017; Sis et al., 2019). However, motivation alone does not lead to improved performance; there are other factors that influence it and alter its level and intensity, one of which is self-esteem (Abdollah et al., 2023). Self-esteem is a concept that refers to an individual's sense of worth in the world, shaped by the cultural and belief structures within which the person lives. Unfortunately, despite the importance of the relationship between motivation and self-esteem, there is a lack of relevant research and understanding of their structural relationships. Therefore, based on the aforementioned points, the aim of the present study is to examine the relationship between athletes' self-esteem and sports motivation. Materials and Methods In this study, self-esteem was considered the independent variable, while sports motivation was regarded as the dependent variable. The relationships between the variables were examined using path analysis (structural models), and the measurement models were converted into latent variables using factor analysis. The study was descriptive and correlational in nature, applied in terms of its objective. Participants included all beginner female athletes in Karaj city, Alborz province, in 2023, from which 110 individuals were selected based on Power-G software. For data collection, the Cooper-Smith Self-esteem Questionnaire and the Sports Motivation Scale were used. To examine the relationship between the variables, the Pearson correlation coefficient was used. For predicting sports motivation based on self-esteem, simultaneous regression analysis was conducted using SPSS-26 software. Results The results indicated a significant positive relationship between athletes' self-esteem and sports motivation (P<0.05). Furthermore, the confirmatory path analysis results showed a strong fit for the relationship between self-determination and sportsmanship. All factor loadings between the components and factors were within acceptable ranges, and the model displayed a strong fit. Ultimately, the study's conceptual model was validated. It was determined that a connection exists between individuals' psychological and physical dimensions, and this link can be leveraged to enhance each dimension. Conclusion The present study aimed to determine the relationship between self-esteem and athletes' sports motivation. The results of the study indicated a positive correlation between athletes' self-esteem and their sports motivation. Additionally, the findings reinforce the definition of self-esteem as a fundamental aspect of personality that individuals feel and experience in their interpersonal relationships. It can be concluded that physical activity and exercise are important sources of motivation for individuals, making encouraging physical activity essential for educational and health institutions. This is supported by growing research showing the positive effects of physical activity on subjective well-being, contributing to mental health and ultimately increasing self-esteem. It is recommended to utilize the findings of this study and future research exploring the reasons and factors affecting sports motivation and self-esteem to advance community sports goals and increase public participation in sports. This aims to improve the quality of life and physical and psychological health of the general population. Since human motivation is part of a chain of different states that can influence sports participation and self-esteem, future studies could explore the types of motivation, their levels, and intensity in relation to dimensions of self-esteem. Funding The present study received no financial support from any institution or organization. Authors' contributions First author: Data collection and authorship of the introduction; Second author: conceptualization, data analysis, writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. هدف: هدف پژوهش حاضرتعیین رابطه عزت نفس با انگیزه ورزشی ورزشکاران بود. مواد و روش ها: پژوهش حاضر از منظر هدف کاربردی و از نظر شیوه جمعآوری دادهها از نوع همبستگی بود. جامعه آماری تحقیق حاضر ورزشکاران مراجعهکننده به باشگاههای بدنسازی شهرکرج در سال 1402 بودند که تعداد 110 نفر به صورت در دسترس بهعنوان نمونه آماری انتخاب شدند. جهت جمعآوری دادهها از پرسشنامه عزتنفس کوپراسمیت و مقیاس انگیزه ورزشی استفاده شد. تحلیل دادهها توسط نرم‌افزاری آماری SPSS-26 انجام شد. یافته ها: نتایج نشان داد که بین عزت نفس و انگیزه ورزشی ورزشکاران رابطه قوی و مثبتی وجود دارد (05/0>P). نتایج آزمون تحلیل مسیر تأییدی حاکی از برازش ارتباط بین خودتعیینی و اخلاق ورزشی بود. تمامی بارهای عاملی بین مؤلفهها و عوامل در سطح معقولی قرار داشتند و مدل از برازش مناسبی برخوردار بود که درنهایت، مدل مفهومی پژوهش تأیید شد. نتیجه گیری: چنین نتیجهگیری شد که بین ابعاد روانشناختی افراد و بعد جسمانی آنها ارتباط وجود دارد و میتوان از این مساله جهت بهبود هریک از این ابعاد با کمک گرفتن از بعد دیگر استفاده کرد.

https://spsyj.ssrc.ac.ir/article_4416_1da546f25222c1ee710cf7e2f7a3ff0c.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Psychometric Properties of the Brief In-Competition Emotion Scale: The Persian Version ویژگی های روان‌سنجی نسخة فارسی مقیاس کوتاه شدة هیجان حین رقابت 32 46 4414 10.22089/spsyj.2024.16172.2454 FA لیلی علیزاده گروه علوم ورزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران 0000-0001-5264-8253 پریسا پیرساقی گروه علوم ورزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران 0000-0003-3945-0618 هاشم فعال مغانلو دکتری کینزیولوژی، دانشگاه ویلفرد لوریه، انتاریو، کانادا. 0009-0006-4956-5696 Journal Article 2024 01 02 Background and Purpose Various studies have shown that athletes' emotions can significantly affect their performance in sports competitions (Hanin & Ekkekakis, 2014). Emotions can be described as short-term and intense affective states triggered by specific stimuli, leading to distinct cognitive consequences (Podoynitsyna et al., 2012). However, it is surprising that researchers have paid less attention to the field of performance and excitement during competition. Many of the questionnaires often used in the literature related to excitement and competition to evaluate athletes' emotions are mood measures and are used to examine emotions before or after the competition. Therefore, the goal of this research is to investigate and create a scale related to measuring excitement during competition. The Brief In-Competition Emotion Scale (BICE) was introduced by Freemantle et al. (2021), and comprises ten questions that assess five main components: Anxiety, Anger, Dejection, Excitement, and Happiness. Considering the multidimensional and fundamental nature of excitement in athletes during competition, evaluating the dimensions of the Brief In-Competition Emotion Scale seems necessary. The background of past studies also supports the importance of paying attention to the nature of this concept in sports and competitive activities. Therefore, to develop an evaluation and prepare a suitable tool, the current research has tried to answer these questions: Does the Persian version of the Brief In-Competition Emotion Scale have the necessary validity? Does the Brief In-Competition Emotion Scale have the required reliability ? Materials and Methods The research was conducted using a descriptive-contextualization method. The statistical population included over 2700 student-athletes participating in the 15th Sports Cultural Olympiad of the country's students hosted by Tabriz University. 342 individuals participated in the research. As the first step in the implementation of the present study, permission to translate the scale was obtained from the original author, and then the scale was translated from English to Persian using the translation-retranslation method. The athletes rated the importance of each item on a five-point Likert scale to evaluate the face validity of the scale. The quantitative face validity was assessed by calculating the item impact factor, which ranged from 2.88 to 4.83. Following this evaluation, no items were removed from the scale. To check the qualitative content validity, six experts in the field of sports psychology were invited to review the scale. Also, to check the quantitative content validity of the scale, the professors were asked to complete the relevant forms to measure the content validity index (based on the three criteria of relevance, simplicity, and clarity of each item). The content validity index score was considered to be 0.78 and higher. After correcting the translation and meaning of the questions by experts and verifying their formal and content validity, the scale was distributed in the target community in an accessible form in two stages with the required number of samples. To determine the reliability of the scale in the statistical community of the research, in a preliminary study, 50 scale s were distributed, and the results of Cronbach's alpha test or the internal reliability of all subjects were α=0.89 for anxiety, α=0.76 for anger, α=0.74 for depression, α=0.83 for arousal and α=0.73 for happiness, all of which are above 0.7. Results The reliability (internal consistency) of each factor and the correlation coefficient of each question with the whole scale were assessed. According to Cronbach's alpha results of all the factors, it can be said that the reliability of the scale is acceptable in all of them. Also, the correlation coefficient of none of the questions with the whole scale is less than 0.3. To examine the factorial structure, the questions were subjected to exploratory analysis in the manner of principal components. The results of exploratory factor analysis showed that five factors explain 89.17% of the total variance. To determine the construct validity of the scale, the confirmatory factor analysis method was used with the help of Amos version 24 software. The results showed that all indicators are at an acceptable level. Therefore, the research data fits well with the factor structure of this scale. Conclusion The purpose of this study was to analyze the Persian version of The Brief In-Competition Emotion Scale from a psychometric perspective. The results of the confirmatory factor analysis showed that the scale is a reliable measurement and can be used to evaluate the Emotion during the athletes' competition. The findings align with Yousefi, Tahmasebi, Hasani (2019), and Freemantle et al. (2021). Although this scale helps measure emotions during numerous sporting events, one of its main limitations is that it is unsuitable for sports without a specific break in competition, such as marathon running or cycling. This scale provides a suitable platform for sports psychologists to conduct research and practical work to improve the performance of Iranian athletes by identifying weaknesses and designing suitable psychological exercises. It is advisable to implement this scale in new environments where it may offer advantages, undergo further validation, and be used alongside other psychometric tests in various sports situations. Due to the limitation of using this scale in non-stop sports, it is recommended to develop and use innovative non-interventional measurement techniques. Funding The present study received no financial support from any institution or organization. Authors' contributions First author: Data collection and authorship of the introduction; Second and Third author: conceptualization, data analysis, writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. اهداف: با توجه به نقش احساسات و هیجانات بر موفقیت در مسابقات ورزشی، هدف از پژوهش حاضر، روانسنجی نسخۀ فارسی مقیاس کوتاه شدۀ هیجان حین رقابت بود. مواد و روشها: جامعة آماری شامل بیش از 2700 دانشجوی ورزشکار شرکتکننده در پانزدهمین المپیاد فرهنگی ورزشی دانشجویان کشور به میزبانی دانشگاه تبریز بود که از این بین، 342 ورزشکار به شیوۀ در دسترس، مقیاس کوتاه شدة هیجان حین رقابت را تکمیل نمودند. این مقیاس حاوی ده سؤال است که در مقیاس پنج درجهای لیکرت سنجیده میشود. برای بررسی ساختار عاملی، سؤالات مورد تحلیل اکتشافی به شیوة مؤلفههای اصلی قرار گرفت. بهمنظور تعیین پایایی از آلفای کرونباخ و برای تعیین روایی سازة مقیاس کوتاه شدة هیجان حین رقابت از تحلیل عاملی تأییدی استفاده شد. نتایج به کمک نرمافزار آموس نسخة 24 مورد تحلیل قرار گرفت. یافته ها: ضریب آلفای کرونباخ مقیاس 89/0 و شاخص روایی محتوایی هر یک از گویههای مقیاس بالاتر از 78/0 برآورد شد. همچنین مشخص شد که پنج عامل در مجموع 17/89 درصد از واریانس کل را تبیین میکنند. نیز نتایج تحلیل عاملی تأییدی پژوهش نشان داد که تمام شاخصها مثل جذر برآورد واریانس خطای تقریب، شاخص نکویی برازش، شاخص تعدیل شدة نکویی برازش و شاخص برازش تطبیقی در سطح قابل قبولی هستند. نتیجه گیری: با توجه به یافتهها، مقیاس کوتاه شدة هیجان حین رقابت با ده سوال، دارای روایی و پایایی مناسب است و میتواند فرصتهای جدیدی را برای پژوهش در اختیار پژوهشگران قرار دهد. همچنین میتوان از آن برای مطالعه و ارزیابی هیجانات ورزشکاران ایرانی در حین رقابت بهره گرفت.

https://spsyj.ssrc.ac.ir/article_4414_9d740bd0f36aaa312c8d504e28c42163.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Effects of E-Sports on Cognitive Abilities of Planning and Decision Making in Gamers تأثیر ورزش‌های الکترونیک بر مهارت‌های شناختی برنامه‌ریزی و تصمیم‌گیری کاربران 47 63 4517 10.22089/spsyj.2025.16897.2486 FA مریم ایمانیان دانشجوی دکتری مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران 0000-0002-8631-2851 امین خطیبی گروه مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز 0000-0002-8631-2851 صدیقه حیدری نژاد گروه مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز 0000-0002-8631-2851 اسماعیل صائمی دانشیار گروه رفتار حرکتی و روانشناسی ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز 0000-0003-2265-9482 اسماعیل ویسیا گروه مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه شهید چمران اهواز 0000-0002-8631-2851 Journal Article 2024 06 28 Background and Purpose The engagement of people in esports has gained momentum during and after the COVID-19 pandemic (Zhang et al., 2025). While traditional sports rely on complex motor skills for success, esports players seem to rely more on cognitive skills (Himmelstein et al., 2017). Several studies have shown that experience in video games can influence cognitive skills (Bailey & West, 2017; Kim et al., 2022). Researchers working on esports have largely neglected the potential advantages of esports activities and primarily focused on the undesirable aspects of this type of sport (Richard et al., 2022). However, the present study uses computer software to measure cognitive functions, which provides a lower error probability, and addresses whether individuals engaged in the FIFA video game are different from those not involved in this e-sport in terms of cognitive skills such as problem-solving and decision-making. Materials and Methods The statistical population covered by this study consisted of male students in physical education with no background in esports. Forty college students (mean age=20.20±0.75 years, all male) were asked to participate in the study. These individuals were randomly assigned to the Game Group (GG) (n=20) and the Non-Game Group (NGG) (n=20). Familiarity with conventional soccer rules was ensured for all participants. The Tower of London (TOL) test was used to assess planning and problem-solving skills, and the Iowa Gambling Task (IGT) was used to evaluate decision-making skills. Both groups initially completed the TOL test and IGT in the pretest stage. Next, only the GG participants were directed to the gaming room to play the FIFA video game for three one-hour sessions per week over eight weeks. The NGG participants did not play any games during this period. At the end of the eight weeks, TOL and IGT scores for both groups were recorded again in the laboratory. Planning time, movement time, and solution time were used to assess problem-solving abilities, and the IGT net score (the difference between gains and losses) was used to assess decision-making abilities. Multivariate analysis of covariance (MANCOVA) was used to compare the effects of esports on the variable of "planning," while two-way ANCOVA was used to assess potential variations in the variable of "decision-making." The covariate used consisted of the participants’ TOL and IGT pre-test scores. Results The problem-solving skills in TOL for the GG participants were compared with the NGG participants before and after playing the game. The results indicated significant differences between the two groups in terms of problem-solving ability in TOL (F(3,33) = 21.368, p < 0.0005, Wilks' λ = 0.340, η2 = 0.66). Additionally, the GG and NGG participants were compared in terms of their average pre- and post-test IGT net scores. The results indicated a significant difference between the two groups in terms of decision-making ability (F(1,37)=6.325, p=0.016, η2=0.146). Conclusion Given the popularity of esports, particularly the FIFA video game, this study aimed to examine whether playing FIFA could influence the cognitive skills of decision-making and planning. As indicated by the findings, the two groups were significantly different in terms of decision-making and problem-solving skills. The GG participants received higher decision-making and problem-solving skill scores than the NGG participants. Previous studies have also confirmed these results. Based on the results of this study, esports can improve the cognitive skills of decision-making and planning or problem-solving. Higher education institutions are increasingly incorporating game-based learning into their programs because teachers have realized that video games represent a more powerful tool than pragmatic plays to enhance learning, particularly when played under a teacher’s direction. Funding The author(s) received no financial support for the research, authorship, and publication of this article. Authors' contributions All authors contributed equally to the writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. Acknowledgement We would like to thank all of the participants that took part in this study. Compliance with ethical guidelines The research plan was prepared based on the Declaration of Helsinki and was approved by the Shahid Chamran University’s Ethics Committee and the Human Research Review Board. هدف: محبوبیت ورزش‌های الکترونیک در سال‌های اخیر به سرعت در حال افزایش است. اما اکثر مردم ورزش‌های الکترونیک را تهدیدی برای سلامت روانی و جسمی بازیکنان این بازی‌ها می‌دانند، در حالی که طرفداران ورزش‌های الکترونیکی چنین ادعاهایی را رد می‌کنند. لذا پژوهش حاضر با هدف بررسی تأثیر ورزش‌های الکترونیک بر مهارت‌های شناختی برنامه‌ریزی و تصمیم‌گیری بازیکنان انجام شد. مواد و روش ها: دانشجویان کارشناسی تربیت بدنی (40 شرکت‌کننده پسر با میانگین سنی تقریباً 20 سال) که قبلاً ورزش الکترونیک فیفا را انجام نداده بودند، به شکل تصادفی انتخاب و پس از اخذ رضایت ایشان، باز هم به‌طور تصادفی در دو گروه، یعنی گروه بازی و گروه کنترل قرار گرفتند و به مدت هشت هفته به ورزش الکترونیک پرداختند. توانایی برنامه‌ریزی با استفاده از آزمون برج لندن (TOL) و مهارت تصمیم‌گیری هم از طریق آزمون برد و باخت آیووا (IGT) اندازه‌گیری شد. یافته‌ها با استفاده از آزمون تحلیل کوواریانس چند متغیره برای متغیر "برنامه‌ریزی"، و ANCOVA دو طرفه برای متغیر "تصمیم‌گیری" تحلیل شدند. یافته ها: نتایج نشان داد که اعضای گروه بازی در مهارت‌های برنامه‌ریزی و تصمیم‌گیری، عملکرد بهتری نسبت به اعضای گروه کنترل داشته‌اند. نتیجه گیری: بر اساس نتایج این مطالعه، می‌توان ادعا کرد ورزش‌های الکترونیک توانایی بهبود مهارت‌های شناختی تصمیم‌گیری و برنامه‌ریزی را دارند.

https://spsyj.ssrc.ac.ir/article_4517_7109af321d970c64a0154000a60e65c8.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Structural Equations of Mental Vulnerability, Resilience and Mental Well-Being of Athletes: The Mediating Role of Hope ارتباط آسیب‌پذیری‌روانی، تاب‌آوری و بهزیستی‌ذهنی ورزشکاران: نقش میانجیگری امید 64 76 4404 10.22089/spsyj.2024.16282.2457 FA سارا باقری گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، صندوق پستی ۸۸۹-۱۴۶۶۵ تهران، ایران 0000-0003-2626-0831 امیر دانا گروه تربیت بدنی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران 0000-0003-0191-7868 Journal Article 2024 01 20 Background and Purpose Nowadays, in addition to engaging in sports activities, athletes pursue university education related to their sports field, a phenomenon known in the literature of sports psychology as achieving a dual goal. Mental well-being, colloquially expressed as happiness, is an evaluation of one's own life. This assessment encompasses both cognitive (judgment about life satisfaction) and affective (emotional responses) aspects. The emotional dimension of mental well-being consists of positive and negative emotions. Positive emotions like happiness, enthusiasm, self-confidence, excitement, interest, and cheerfulness have a positive impact, while negative emotions like fear, anxiety, guilt, anger, hatred, and sadness have a negative impact. A longitudinal study found that positive psychological constructs, positive emotions, stress, and anxiety may be important predictors of well-being. Nwankwo et al. (2020) demonstrated in their research that perceived self-esteem and psychological well-being are related. Student athletes with high self-esteem exhibit high psychological health, while those with low self-esteem have low psychological health. In contrast to resilience, which is also known as "vulnerability," psychological vulnerability can be seen as a negative predictor of subjective well-being. Hope, as a human psychological strength, is a cognitive process that assists individuals in forming positive expectations to achieve their desired goals and understanding that these goals can be realized. Based on previous studies, the structural equations of the current research play a mediating role in the relationships between resilience, psychological vulnerability, and mental well-being of athletes. To date, no research has been conducted on the athlete community, highlighting the necessity of the current research to fill this existing gap and study the mediating role of hope in the relationship between psychological vulnerability, resilience, and mental well-being of athletes. Materials and Methods The research utilized a descriptive-correlational research method based on structural equations. The statistical population included all athletes at the national and provincial levels of East Azerbaijan in 2023. Questionnaires used included the psychological vulnerability questionnaire by Najarian and Davoudi (2010), the mental well-being scale by Keyes and Magyar (SWS) (2003), and the Omid Snyder questionnaire (2002) containing 12 questions with two components of willpower and wayfinding power. Resilience was measured using Connor and Davidson's resilience questionnaire (2003). Descriptive statistics (mean, standard deviation) were employed to analyse the data, while skewness and kurtosis values were used to assess data normality. Data were analysed using Pearson correlation and structural equation modelling with the SPSS and AMOS software package version 24. Results The average age of the participating athletes was 25.68±5.28 years, with 72% competing at the provincial level and 28% at the national level. To examine the relationship between the independent and dependent variables according to the research model, a linear relationship was a prerequisite of the research. Based on the central limit theory and skewness and kurtosis values falling within -2 and +2, the data distribution was considered standard. Pearson's correlation test was used to test the research hypothesis. The results indicate that psychological vulnerability, through the mediating role of hope, has a significant negative effect on the mental well-being of student athletes. Additionally, resilience, through the mediating role of hope, has a significant positive effect on the mental well-being of athletes. Conclusion The results suggest that hope plays a mediating role in the relationship between psychological vulnerability, resilience, and mental well-being of athletes. The findings indicate that a high level of resilience may foster hope among athletes, leading to more positive evaluations of the cognitive and emotional dimensions of life. While previous research has predominantly focused on the relationship between resilience and mental well-being, it appears that resilience contributes to increased self-esteem and effective coping with negative experiences by enhancing positive emotions. In conclusion, it is essential to consider various factors such as social, psychological, and hope to enhance the resilience of athletes. The structural model of these findings sheds light on the complex relationship between psychological factors and the mental well-being of athletes. Funding The author(s) received no financial support for the research, authorship, and publication of this article. هدف: با توجه به فرصت‌های منحصربه‌فردی که ورزش برای دستیابی به هدف و غلبه بر ناملایمات به‌طور مکرر ارائه می‌کند، بسیار مهم است که عوامل محافظتی در ورزشکاران شناسایی، درک و پرورش داده شوند. بنابراین، هدف از پژوهش حاضر بررسی نقش میانجی امید در ارتباط بین آسیب‌پذیری‌روانی و تاب‌آوری با بهزیستی‌ذهنی ورزشکاران بود. مواد و روش ها: روش پژوهش توصیفی- همبستگی مبتنی بر معادلات ساختاری است. جامعه آماری تحقیق شامل کلیه ورزشکاران سطوح ملی و استانی آذربایجان شرقی در سال 1402 بوده است. از پرسشنامه آسیب‌پذیری‌روانی نجاریان و داودی (1380)، بهزیستی‌ذهنی توسط کییز و ماگیارمو (۲۰۰۳)، تاب‌آوری کونور و دیویدسون (2003) و امید اشنایدر (2002) برای جمع‌آوری داده‌ها استفاده شده است. جهت تجزیه‌وتحلیل داده‌ها از آمار توصیفی (میانگین، انحراف معیار) و آمار استنباطی (همبستگی پیرسون و مدل معادلات ساختاری) با استفاده از بسته نرمافزاری SPSS و AMOS نسخه 24 استفاده گردید. یافته ها: براساس نتایج تاب‌آوری بر بهزیستی‌ذهنی ورزشکاران تأثیر مثبت و آسیب‌پذیری‌روانی بر بهزیستی‌ذهنی ورزشکاران تأثیر منفی و معناداری دارند. همچنین نتایج نشان داد امید دارای نقش میانجی در ارتباط بین آسیب‌پذیری‌روانی و تاب‌آوری بر بهزیستی‌ذهنی ورزشکاران می‌باشد. نتیجه گیری: در نتیجه لازم است در جهت بهبود تاب‌آوری ورزشکاران، به عوامل و فاکتورهایی مختلفی همچون بهزیستی اجتماعی، روان‌شناختی، اجتماعی، امید توجه فروانی گردد. همچنین مدل ساختاری این یافته‌ها به ماهیت پیچیده رابطه بین عوامل روان‌شناختی و بهزیستی‌ذهنی ورزشکاران کمک می‌کند.

https://spsyj.ssrc.ac.ir/article_4404_3d8e03e8b133b16f13a586f0c01b6866.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 The Effect of Transcranial Direct Current Stimulation on Risky Decision-Making: Gender Differences in Chess تأثیر تحریک الکتریکی جریان مستقیم فراجمجمه‌ای بر تصمیم‌گیری ریسک‌پذیر: تفاوت های جنسیتی در شطرنج 77 93 4394 10.22089/spsyj.2024.16544.2465 FA شهروز غایب زاده محقق پسادکتری مدیریت ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران 0000-0002-7759-9985 مهرداد محرم زاده گروه مدیریت ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران 0000-0001-7769-4344 Journal Article 2024 04 08 Background and Purpose Decision-making is a critical aspect of cognitive control that involves evaluating desires and modulating behavioral responses (Coutlee & Huettel, 2012). Neuroscientific research has identified two main types of decision-making: risky decision-making, linked to the dorsolateral prefrontal cortex, and decision-making under ambiguity, linked to the orbitofrontal cortex (Bechara et al., 1996). In sports, the decision-making process is influenced by environmental, temporal, and regulatory conditions that athletes face (Ghayebzadeh et al., 2021). Chess, as a cognitive sport, enhances skills such as decision-making, problem-solving, and judgment. Gender differences are one factor that can impact decision-making; men tend to take more risks than women, and younger, less experienced individuals are more prone to risk-taking. Recent studies have suggested that transcranial direct current stimulation (tDCS) can enhance cognitive functions in sports (Ghayebzadeh et al., 2023). This study aims to explore how tDCS affects risk-taking decisions in chess players, taking into account gender differences. The ultimate objective is to improve cognitive and strategic performance in chess through non-invasive brain stimulation techniques. Materials and Methods In a counterbalanced, double-blind, and sham-controlled study design, 28 high school students, 14 females (16±0.87) and 14 males (16.5±1.22), who actively participated in regional and national chess competitions, volunteered for this study. Inclusion criteria required participants to be right-handed, have no history of clinical impairments or neurological disorders, not use any external or internal electrical stimulators, and have at least 1 year of experience in sports competitions at various levels. All participants were briefed on the study protocol, and written informed consent was obtained from each individual. The experimental procedure was approved by the Ethics Committee on Biomedical Research at the University of Mohaghegh Ardabili, Ardabil, Iran (IR. UMA.REC.1402.103), and conducted following the declaration of Helsinki guidelines. Prior to the experimental sessions, participants underwent a familiarization session to understand the entire experimental process and the tDCS intervention. Subsequently, each participant visited the laboratory on three different occasions with 72-hour intervals between sessions. During each session, before and after each type of stimulation (right anodal/left cathodal, right cathodal/left anodal, and sham, each applied for 20 minutes at 2 mA intensity on the dorsolateral prefrontal cortex), participants completed the Iowa Gambling Task and the Lichess computer game. Results The overall results of the Iowa Gambling Task (IGT) based on gender before and after tDCS intervention under three different stimulation types are presented in Table 1. Given the non-significant interaction effect, the main effect of the between-group factor was analyzed. The results showed no significant difference between the two groups (boys and girls) in terms of gender across any of the stimulation types (F(1, 26) = 0.674, P= 0.419). However, the main effect of the within-group factor revealed a significant difference among the three stimulation models (F(2, 25) = 11.06, P=0.001), with an eta coefficient of 0.470, indicating a very large effect size. Pairwise comparisons of the three stimulation models using Bonferroni correction indicated that the risk-taking decision score in the right anodal/left cathodal stimulation condition was significantly higher than in the right cathodal/left anodal stimulation condition (P=0.001). Conclusion Neuroimaging studies have demonstrated a significant correlation between the DLPFC and risky decision-making in chess players following right anodal/left cathodal stimulation. Chess, being a strategic and mental game, involves risk-taking decisions, such as sacrificing a piece or initiating an attack. Right anodal/left cathodal stimulation on the DLPFC alters the reward/punishment balance, leading to an increase in risk-taking decisions. Conversely, right cathodal/left anodal stimulation reduces risk-taking decisions. This study suggests that these differences are influenced by personality traits, with extroverted individuals tending to take more risks, while introverted individuals act more cautiously. Other factors like stress, emotions, and impulsivity can also play a role. Furthermore, the findings indicated no significant difference between different tDCS conditions and gender. The relationship between gender and risk-taking is complex and may be influenced by cultural norms, individual differences, and social upbringing. From a practical perspective, these results suggest that brain modulation or "neurodoping" could be a potential strategy to enhance athletes' performance. Ethical Considerations All procedures were approved by the Ethics Committee on Biomedical Research at the University of Mohaghegh Ardabili, Ardabil, Iran (Code: IR.UMA.REC.1402.103), and conducted following the declaration of Helsinki guidelines. Funding This project has been supported by the “University of Mohaghegh Ardabili, Ardabil, Iran” Authors' contributions All authors contributed equally to the data collection, conceptualization, data analysis; presentation of the idea, authorship of the introduction, discussion and methodology, writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. Acknowledgments We sincerely thank and appreciate all the people who participated in this research. هدف: با توجه به عدم قطعیتِ وجود تفاوتهای جنسیتی در حوزۀ تصمیمگیری، این مسأله به ذهن میآید که آیا زنان و مردان در پاسخ به تحریک الکتریکی و تأثیر آن بر رفتارهای ریسکپذیر به صورت متفاوت عمل میکنند یا خیر؟ هدف پژوهش حاضر، تعیین تأثیر تحریک الکتریکی جریان مستقیم فراجمجمهای بر تصمیمگیری ریسک پذیر دانشآموزان رشتۀ ورزشی شطرنج براساس جنسیت بود. مواد و روش ها: از این رو، تعداد 28 دانشآموز متوسطۀ دوم؛14 دانش آموز دختر (87/0±16) و 14 دانش آموز پسر (22/1±5/16) که در مسابقات لیگ استانی و کشوری شطرنج حضور داشتند، شرکت نمودند. هر آزمودنی در سه جلسۀ مجزا در آزمایشگاه با فاصلۀ حداقل 72 ساعت استراحت بین جلسات حضور یافت. آزمودنیها در هر جلسه، قبل و بعد از هر نوع تحریک (تحت یکی از 3 نوع تحریک الکتریکی؛ شامل آنودال راست/کاتودال چپ، کاتودال راست/آنودال چپ و شَم به مدت 20 دقیقه با شدت 2 میلی آمپر بر روی قشر خلفیجانبی پیش پیشانی)، تکلیف شرط بندی آیوا و بازی رایانهای لیچز را انجام دادند. یافته ها: تحلیل داده ها با استفاده از تحلیل واریانس مرکب نشان داد بین تحریک الکتریکی آنودال راست/کاتودال چپ و کاتودال راست/آنودال چپ تفاوت معناداری وجود داشت (001/0P=) در حالیکه؛ بین جنسیت و انواع مختلف تحریک الکتریکی تفاوت معناداری وجود نداشت. نتیجه گیری: به عنوان یک یافتۀ جدید، این نتایج مؤید امکان استفاده از تحریک الکتریکی جریان مستقیم فراجمجمهای؛ به عنوان ابزاری برای بهبود تصمیمگیری ریسکپذیر در ورزش است.

https://spsyj.ssrc.ac.ir/article_4394_096d3a817a272647f4ada2d6d733a8fb.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Effectiveness of Heart Rate Variability Biofeedback Trainings on Sports Performance and Galvanic Skin Response in Badminton Players تأثیر تحریک اثربخشی تمرینات بیوفیدبک تغییرپذیری ضربان قلب بر عملکرد ورزشی و پاسخ گالوانیک پوستی در ورزشکاران ماهر بدمینتون 94 106 4395 10.22089/spsyj.2024.16567.2467 FA مهتا اسکندرنژاد گروه آموزش رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران 0000-0002-2136-0465 معصومه زمانلو مرکز تحقیقات علوم اعصاب، دانشگاه علوم پزشکی قم، قم، ایران 0000-0002-6326-8448 ندا فکروند لیل آباد گروه آموزش رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، تبریز، ایران 0000-0002-6774-611X Journal Article 2024 03 27 Background and Purpose Biofeedback is a method of prevention, care, and treatment based on the mind-body connection. By using electronic equipment and modern technology, it helps people become aware of psycho-physiological processes and control them. Your mind tells your body what movements will make you perform a skill well, and your body tells your mind what it experiences while performing that skill. Athletes and coaches understand that almost all physical activities and sports behaviors are influenced by the mind, making biofeedback an important way to improve sports performance. Biofeedback technology plays a special role in sports psychology, especially in training mental skills. This technology involves recording and returning biological information to the practitioner. In simple terms, biofeedback includes measuring and providing biological information (feedback) about a person, such as heart rate. Through biofeedback, individuals can see information about their bodies that they may not usually pay attention to or are unaware of. Hand temperature, blood pressure, breathing rate and depth, muscle tension level, hand skin perspiration (measured through skin conductivity), and brain electrical activity can all be measured with biofeedback. This technology gives individuals the opportunity to make small adjustments to their performance. Materials and Methods The research method used in this study is semi-experimental with a pre-test and post-test design. The participants in this research are the top badminton players from the provincial team and badminton leagues. The statistical sample was selected using purposive sampling, and the participants were randomly divided into two groups: experimental and control. The level of arousal was evaluated based on galvanic skin response using the Procomp 2 device, and performance changes were measured with the Badminton French test in the pre-test and post-test stages. The experimental group received 10 sessions of HRV biofeedback training, starting with breathing exercises and then adding heart rate training. The control group continued with their regular training routines. Data analysis was conducted using a covariance test in SPSS software. Results The findings of this study showed that HRV biofeedback training improves badminton sports performance, with more favorable values seen in skin galvanic response stimulation. These changes were evident when comparing the pre-test results with the control group. The usefulness of biofeedback in improving badminton players' performance was proven. The results suggest that biofeedback training can enhance the success of badminton players and help them consciously regulate their arousal levels. Further confirmatory studies are needed to explore these findings. The study applied biofeedback training to a group of badminton players and compared their performance and motivation with the control group. Conclusion Biofeedback training can enhance the performance of badminton players and help regulate their arousal levels. The relationship between arousal and performance is a controversial topic in sports psychology, with many studies exploring it and presenting various theories. One theory suggests that each individual has an optimal performance range where arousal levels are ideal for peak performance. These optimal performance ranges are specific to tasks and environmental factors. Funding The present study received no financial support from any institution or organization. Authors' contributions All authors contributed equally to the data collection, conceptualization, data analysis; presentation of the idea, authorship of the introduction, discussion and methodology, writing and revision of the article. Conflicts of Interest The authors declared no conflict of interest. Acknowledgments We sincerely thank and appreciate all the athletes who participated in this research. هدف: پژوهش حاضر با هدف تاثیر تمرینات بیوفیدبک تغییرپذیری ضربانقلب (HRV) بر عملکرد ورزشی و پاسخ گالوانیک ورزشکاران ماهر بدمینتون انجام گرفته است. مواد و روش ها: شرکتکنندگان پژوهش به روش نمونهگیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. میزان انگیختگی بر اساس پاسخ گالوانیک پوستی از طریق دستگاه پروکامپ2 و تغییرات عملکرد با آزمون بدمینتون فرنچ در مرحله پیشآزمون و پس‌آزمون ارزیابی شد. گروه آزمایشی 10 جلسه تمرینات بیوفیدبک HRV دریافت کردند که با تمرینات تنفس آغاز و سپس تمرینات ضربان قلب به آن اضافه شد و گروه کنترل به تمرینات روتین خود ادامه دادند. تحلیل داده‌ها با آزمون کوواریانس در نرم‌افزار SPSS انجام شد. یافته ها: یافته‌های مطالعه حاضر نشان داد تمرینات بیوفیدبک تغییرپذیری ضربانقلب بر عملکرد ورزشی و پاسخ گالوانیک پوستی در ورزشکاران ماهر بدمینتون اثربخش است و انجام تمرینات بیوفیدبک تغییرپذیری ضربانقلب باعث بهبود عملکرد ورزشی و به افزایش پاسخ گالوانیک پوستی منجر میشود. نتیجه گیری: نتایج مطالعه حاضر حاکی از آن است که تمرینات بیوفیدبک می‌توانند موفقیت بازیکنان بدمینتون را افزایش داده منجر به تنظیم آگاهانه انگیختگی آنان شود.

https://spsyj.ssrc.ac.ir/article_4395_f016f25df05b5b1bc2b8ec0f72d5120c.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Relationship between Positive Meta-Cognitions and Meta-Emotion with Self-Determination and Goal Orientation in Female and Male Athletes رابطه فراشناخت و فراهیجان مثبت با خودمختاری و جهت‌گیری هدف در زنان و مردان ورزشکار 107 126 4401 10.22089/spsyj.2024.16592.2468 FA زاهده رحمانیان پردیس فاطمه الزهرا، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران 0000-0002-0471-9691 مریم حسن زاده کیابی کارشناس ارشد رفتارحرکتی؛ آموزش و پرورش تهران، تهران، ایران. 0009-0001-0350-4672 Journal Article 2024 04 15 Background and Purpose Self-determination, metacognition, and goal orientation are crucial strategies for enhancing sports performance and maintaining physical exercise adherence. These strategies provide a framework for interpreting events and responding to them through various emotional, cognitive, and behavioral patterns. Variable-oriented studies assume that the relationship between self-determination and metacognition with goal orientation is consistent across all individuals. However, no research has been conducted to demonstrate whether Positive Meta-Cognitions & meta-emotion (PMCE) can be predicted by self-determination and goal orientation. Given the impact of regional culture on examining self-determination and extra-excitement (Yu et al., 2023) and the presence of contradictions, this study aimed to explore the relationship between Positive Meta-Cognitions & meta-emotion with self-determination and goal orientation in female and male athletes. Materials and Methods The current research is correlational and descriptive. A total of 307 male and female athletes from seven sports clubs in Fars province were selected through cluster sampling. Questionnaires on Positive Meta-Cognitions & meta-emotion (Beer, 2011), self-determination (Ryan & Connell, 1989), and sports goal orientation (Duda & Nicholls, 1992) were administered. Results Pearson's correlation revealed a significant positive linear correlation between PMCE and self-determination and goal orientation. The curvature regression test indicated that predicting the curvature of positive metacognition through self-determination and goal orientation was more accurate than linear regression. Multivariate regression analysis showed gender differences in the predictive relationship patterns of PMCE through self-determination and goal orientation in female and male athletes. Structural equation modeling using path analysis confirmed the gender effect on PMCE with the mediation of athletes' goal orientation, and it demonstrated that self-determination also directly impacted PMCE. Conclusion This study highlighted those athletes who can set sports goals for themselves and maintain progress towards those goals by adopting a coherent pattern of beliefs tend to interpret obstacles as sources of information rather than problems. This approach reduces the risk of losing internal motivation due to lack of progress. The study also found no relationship between confidence in extinguishing thoughts & confidence in setting goals with Ego orientation. Additionally, it showed a moderate correlation between confidence in setting goals and external regulation, identified regulation, and internal regulation. The study revealed higher quadratic relationships between PMCE with self-determination and goal orientation, indicating different patterns in adult male and female athletes. It emphasized that gender influences various aspects of setting exercise goals, tracking progress, and perceiving rewards, leading individuals to adopt different positioning strategies. Furthermore, the study noted that female athletes benefit more from goal orientation, especially task orientation, and self-determination compared to men. Young male athletes tend to use more positive meta-cognitive and meta-emotional strategies than female athletes. The study suggested that the relationship between goal orientation, self-determination, and PMCE differs between men and women. However, PMCEs can be predicted by self-determination and goal orientation. Moreover, structural equation modeling confirmed the gender effect on PMCEs with the mediation of sports goal orientation. While gender does not affect self-determination, self-determination does influence PMCEs. The study emphasized the importance of task-orientation climate and self-determination in enhancing PMCEs, showcasing a combination of linear and quadratic relations between PMCEs, self-determination, and goal orientation in male and female athletes. Continued investigation and utilization of these structures in physical activities may not only enhance performance and reduce exercise dropout but also contribute to overall health. The study's findings could inform mental health interventions for athletes, focusing on training mental and emotional health meta-skills. Future research could explore these constructs and other psychological factors to identify sports talent and manage sports activities effectively. Overall, the study underscored the significance of task-orientation climate and self-determination in improving PMCEs, highlighting the diverse patterns in male and female athletes. Funding This study has not received any financial support from funding organizations in the public, commercial, or non-profit sectors. Authors' contributions The authors have equally contributed to all the study sections. Conflicts of Interest The authors declared no conflict of interest. Acknowledgments We are grateful to all sports clubs, sports officials, coaches, and athletes who participated in the data collection. هدف: هدف از مطالعه حاضر تعیین رابطه فراشناخت‌و‌فراهیجان‌مثبت با خودمختاری و جهت‌گیری هدف در زنان و مردان ورزشکار بود. مواد و روش ها: پژوهش حاضر توصیفی از نوع همبستگی بود. از بین کلیه ورزشکاران استان فارس، 307 ورزشکار از 7 باشگاه ورزشی به روش نمونه‌گیری خوشه‌ای انتخاب شدند و پرسش‌نامه‌های فراشناخت‌و‌فراهیجان‌مثبت، خودمختاری ورزشی و جهت‌گیری هدف بر روی آنان اجرا شد. آزمون همبستگی پیرسون نشان داد بین فراشناخت‌و‌فراهیجان‌مثبت با خودمختاری و جهت‌گیری هدف همبستگی مثبت خطی معناداری وجود دارد. آزمون رگرسیون انحنایی نشان‌دهنده قابلیت پیش‌بینی انحنایی فراشناخت‌و‌فراهیجان‌مثبت از طریق خودمختاری و جهت‌گیری هدف بهتر از رگرسیون خطی بود. یافته ها: نتایج آزمون رگرسیون چندمتغیره نشان داد که زنان و مردان به طور معناداری از الگوی رابطه پیش‌بین متفاوت فراشناخت‌و‌فراهیجان‌مثبت از طریق خودمختاری و جهت‌گیری هدف ورزشی برخوردارند. مدل‌یابی معادلات ساختاری با استفاده از تحلیل مسیر اثر جنسیت بر فراشناخت و فراهیجان مثبت با میانجی جهت‌گیری هدف ورزشکاران را تایید نمود و نشان داد خودمختاری نیز اثر مستقیمی بر فراشناخت و فراهیجان مثبت دارد. نتیجه گیری: نتایج نشان‌دهنده قابلیت پیش‌بینی فراشناخت‌و‌فراهیجان‌مثبت از طریق خودمختاری و جهت‌گیری هدف ورزشی است و جنسیت با میانجی جهت‌گیری هدف می‌تواند بر فراشناخت‌و‌فراهیجان‌مثبت اثر گذارد که می‌تواند نظریه خودمختاری را از طرق ارائه پیشنهاد‌هایی توسعه ‌دهد.

https://spsyj.ssrc.ac.ir/article_4401_2120606d6a751a93e392b46d945bba9d.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Effect of Aerobic-Attentive Exercise on Attentional Functions and Academic Performance in Children with Attention Deficit/Hyperactivity Disorder: A Randomized Controlled Trials and Double-Blind Study اثر تمرینات هوازی- توجه‌طلب بر کارکردهای توجهی و عملکرد تحصیلی در کودکان دارای اختلال نارسایی توجه/بیش‌فعالی: مطالعه‌ای با کوشش های تصادفی کنترل شده و دو سو کور 127 144 4427 10.22089/spsyj.2024.16923.2490 FA میثم بیک دانش‌آموخته دکتری یادگیری حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران 0000-0003-0333-2791 داود فاضلی گروه علوم ورزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران 0000-0001-6716-8156 Journal Article 2024 06 23 Background and Purpose Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most common behavioral disorders in childhood, with long-term detrimental effects. This disorder is divided into three subtypes: predominantly inattentive, predominantly hyperactive/impulsive, and combined subtype. The predominantly inattentive subtype is more prevalent and, unlike the other two subtypes, increases from preschool through adulthood (47%). Previous research has utilized aerobic exercises, specific exercises like yoga, and combined exercises as intervention programs for children with ADHD. While both of these training approaches have shown positive results in improving the symptoms of this disorder, combined exercises appear to have more beneficial and lasting effects on the cognitive and motor performance of children with ADHD. Although the effects of aerobic activities and attention-demanding physical activities have been examined separately, it seems that no research has directly investigated the impact of attention-demanding aerobic exercises (aerobic exercises combined with specific attention needs) as combined exercises. There is a possibility that combined attention-demanding aerobic exercises, such as walking backward, zigzag running, jumping rope, advanced yoga movements, and goal-oriented free throw basketball practice, could improve attention symptoms and academic performance in children with ADHD, and this improvement may be greater than that of individual exercise types. Therefore, in the current study, the researchers aim to investigate whether an attention-demanding aerobic exercise program affects the attention functions and academic performance of children with ADHD. Materials and Methods The design of the current research was semi-experimental, employing a pre-test-post-test design with a control group, and it was applied in nature. Participants with ADHD were randomly assigned to two groups of 15 individuals each: the experimental group (mean age, 9.33 ± 1.45 years) and the control group (mean age, 9.07 ± 1.49 years). Additionally, 18 peers with normal development were used as a control group (mean age, 9.17 ± 1.25 years). The groups were matched based on age, anthropometric measures (height, weight, body composition), intelligence, and socio-economic status. The attention-demanding aerobic exercise intervention included backward walking, zigzag running, jumping rope, advanced yoga, and basketball free throw practice, conducted in a local park for 8 weeks (three one-hour sessions per week, totaling 24 sessions). Before and after the exercise intervention, the Go/No-Go task was used to measure attention functions (attention, impulsivity, and reaction time), and math and spelling test scores were used to assess academic performance. The repeated measures ANOVA was used to analyze attention functions, and a one-way ANCOVA was used to analyze academic performance. Analyses were performed using SPSS 24 at a significance level of 0.05. Results The results of ANOVA for the attention variable indicated that the experimental group showed significant improvement compared to the control groups (p < 0.05). The difference between the experimental and ADHD control groups was also significant (p < 0.05). Additionally, the reaction time variable showed similar results to the attention variable (p < 0.05). However, the impulsivity variable did not show a significant change between the ADHD groups (p > 0.05). ANCOVA results in academic performance showed that the experimental group had significant improvements in math and spelling performance compared to the control groups (p < 0.05). Furthermore, academic performance between the two ADHD groups was significant (p < 0.05). Conclusion The results of the study indicated that combined exercises (attention-demanding aerobic exercises) improve attention, reaction time, and academic performance in children with this disorder. It seems that these attention-demanding aerobic exercises specifically strengthen the attention networks of these children, as research has shown that the bi-directional connection between the respiratory center (locus coeruleus) and the attention center (anterior cingulate) can influence the attention of these children. Therefore, attention-demanding aerobic exercises can enhance the capacity and function of the attention network in children with ADHD. The use of the combined exercise protocol (attention-demanding aerobic exercises) in school physical education classes and clinical settings may improve the attention functions and academic performance of children with ADHD. Thus, teachers, psychologists, and psychiatrists are recommended to utilize attention-demanding aerobic exercises as a physical activity for children with ADHD. Funding This study has not received any financial support from funding organizations in the public, commercial, or non-profit sectors. Authors' contributions The authors have equally contributed to all the study sections. Conflicts of Interest The authors declared no conflict of interest. هدف: هدف این مطالعه بررسی تأثیر تمرین ترکیبی بر کارکردهای توجهی و عملکرد تحصیلی در کودکان دارای ای.دی.اچ.دی بود. مواد و روش ها: سی کودک ای.دی.اچ.دی به صورت تصادفی در دو گروه تجربی (میانگین سنی، 45/1±33/9 سال) و کنترل (میانگین سنی، 49/1±07/9 سال) جای گرفتند و 18 کودک دارای رشد طبیعی نیز به عنوان گروه کنترل (میانگین سنی، 25/1±17/9 سال) به‌کار گرفته شد. معیارهای ورودی شامل هوشبهر طبیعی و زیر نوع غلبه با بی‌توجهی اختلال و معیارهای خروجی شامل شرکت نکردن در بیش از یک سوم جلسات تمرینی و پس‌آزمون بود. مداخلۀ تمرینی شامل برنامۀ ترکیبی بود که به مدت هشت هفته (سه جلسۀ 60 دقیقه‌ای در هفته) انجام شد. گروههای کنترل در این مدت به فعالیت‌های روزانۀ خود پرداختند. کارکردهای توجهی (درصد خطای توجه، درصد خطای تکانش‌گری و زمان واکنش) شرکت‌کنندگان توسط تکلیف برو/نرو و عملکرد تحصیلی از طریق نمرات ریاضی و املاء، قبل و بعد از مداخله مورد ارزیابی قرار گرفت. یافته ها: نتایج نشان داد که گروه تجربی در پس‌آزمون تفاوت معناداری در متغیرهای درصد خطای توجه، زمان واکنش و عملکرد تحصیلی نسبت به پیش‌آزمون دارد، در حالی که در گروه‌های کنترل تفاوت معناداری بین پیش‌آزمون و پس‌آزمون دیده نشد. نتیجه گیری: استفاده از برنامۀ تمرین ترکیبی به عنوان فعالیت ورزشی که ترکیبی از تمرین‌های هوازی و تقاضاهای توجهی اضافی می‌باشد، می تواند نشانه‌های توجهی و عملکرد تحصیلی در کودکان دارای ای.دی.اچ.دی را بهبود بخشد.

https://spsyj.ssrc.ac.ir/article_4427_1d8d70dddf147d2d92a634817f01b239.pdf

پژوهشگاه تربیت بدنی و علوم ورزشی (وزارت علوم، تحقیقات و فناوری) مطالعات روان‌شناسی ورزشی 2345-2978 13 50 2024 12 21 Pairing Movement with Imagery (Dynamic Motor Imagery) as a New Horizon for Movement Imagery Practice and its Impact on Learning and Performance, Case Study: Soccer Shot جفت کردن حرکت با تصویر سازی (تصویرسازی حرکتی پویا) به عنوان یک افق جدید برای تمرین تصویر سازی حرکتی و تاثیر آن بر یادگیری و عملکرد، مطالعه موردی: شوت فوتبال 145 162 4402 10.22089/spsyj.2024.16799.2479 FA سعید نقی زاده کارشناسی ارشد یادگیری و کنترل حرکتی دانشگاه ارومیه، ارومیه، ایران 0009-0002-8595-9538 حسن محمدزاده گروه یادگیری و کنترل حرکتی دانشکده علوم ورزشی دانشگاه ارومیه، ارومیه، ایران Journal Article 2024 05 28 Background and Purpose Motor imagery (MI) is the mental representation of an action without physically performing the corresponding movement. Experimental data have shown that motor imagery helps improve motor performance in both sports motor skills and daily life motor skills (Schuster, 2011; O'Shea and Moran, 2017). MI and physical exercise use a similar neural substrate, although the respective neural networks do not completely overlap, thus supporting the principle of functional balance (Lutze and Halsband, 2006; Guillot, 2008). This study aimed to determine whether dynamic motor imagery (dMI) affects movement learning and performance to a greater extent than static motor imagery (sMI), and to achieve a temporal fit between MI and practice, emphasizing physicality, learning, and movement performance. Materials and Methods A sample of male amateur football player students was selected for the experiment. Forty-five healthy right-footed amateur athletes aged 18 to 20 years (mean age: 19 ± 0.7 years) participated in this research, approved by the research ethics committee of the faculty. All athletes had been playing soccer as amateurs for 6 to 8 years. They had no injuries and were examined by the Pathology and Corrective Movement Association of the faculty for any skeletal abnormalities, especially in the legs, and were found to be normal. They were then divided into three groups: physical training (PP), sMI, and dMI using the MIQ-R questionnaire. Weight, age, and motor imaging strength were homogeneous and normal. The football shooting training protocol used was the Moore-Christian test. Figure 1: Moore-Christian soccer shot test All subjects participated in a 3-week training period with 4 sessions per week. All groups underwent a pre-test, and their scores were recorded. During the training period, the PP group practiced the training protocol only. The sMI group, after training and relaxation, stood behind the starting line and started imaging. The dMI group, after training and relaxation, jumped up and ran towards the hitting line, standing as if they were shooting, and then started to visualize. After completing the training period, subjects participated in a post-test and a retention test after 24 hours, with scores recorded. Performance during these tests was evaluated by two judges using video recordings, who were blinded to the training conditions and study purpose. Results Results showed that the quality of shots and overall timing of MI aligns proportionally with physical exercise, with a significant increase in performance and learning reported for dMI compared to sMI at a meaningful level, and a positive correlation was found. Conclusion The results of this study support the benefits of using dMI compared to sMI, showing an increased impact on performance and learning at a significant level with a positive correlation. The findings provide evidence that associating MI with actual movements, as in dMI, results in a better temporal fit between MI and physical action than imagery without movement, indicating greater temporal accuracy. Fusco et al. (2021) investigated the effects of dMI in athletes with vision differences and confirmed the superiority of dMI over sMI in terms of temporal characteristics. dMI provides time cues that likely enhance the preparation phase before execution. This temporal precision results from mentally reproducing movement subsequences associated with temporal cues, providing athletes with a temporal fit essential for performance. The study also showed that pairing MI with real motion leads to a higher rate of successful shots compared to MI without motion. Expert ratings on shot quality support the benefits of the dMI condition, confirming that MI is useful for skills requiring simple movements like shooting. The findings also suggest that MI can enhance internalization and adjustment of approach, critical for performance. The judges' reports indicated that shot quality and timing with MI were proportional to physical training. Funding This study has not received any financial support from funding organizations in the public, commercial, or non-profit sectors. Authors' contributions The authors have equally contributed to all the study sections. Conflicts of Interest The authors declared no conflict of interest. هدف: مطالعه حاضر با هدف تعیین تاثیر تصویرسازی حرکتی پویا بر تناسب زمانی، یادگیری و عملکرد مهارت شوت فوتبال اجرا شد. مواد و روش ها: روش پژوهش نیمه تجربی و از نوع طرح پیش آزمون ـ پس آزمون و آزمون یادداری با گروه کنترل بود. بدین‌منظور، 45 پسر دانشجوی دانشگاه ارومیه به روش نمونه دسترس و براساس معیارهای ورود، به‌صورت هدفمند انتخاب شدند. سپس به تعداد مساوی در سه گروه تمرین جسمانی (کنترل)، تصویرسازی حرکتی ایستا (sMI) و تصویرسازی حرکتی پویا (dMI) قرار گرفتند. مداخله به‌ مدت 12 جلسه (4 جلسه در هفته و هر جلسه 2 ساعت) اجرا شد. گروه تمرین جسمانی بر اساس پروتکل فقط مهارت شوت را بصورت فیزیکی تمرین کرد، گروه تصویرسازی حرکتی ایستا بعد انجام فیزیکی مهارت بعد از آرام سازی بصورت ایستاده به تصویرسازی ذهنی پرداختند و در نهایت گروه تصویرسازی حرکتی پویا بعد انجام مهارت شوت بصورت جسمانی و آرام سازی بصورت ایستاده و در حالی که درجا پاهای خود را تکان می دادند، به تصویرسازی پرداختند، برای ارزیابی مهارت دریبل از آزمون مهارت شوت فوتبال مور-کریستین و برای ارزیابی توانایی تصویرسازی حرکتی از پرسشنامه تجدید نظر شده MIQ-R استفاد شد. یافته ها: نتایج نشان داد کیفیت شوت و زمانبندی کلی MI با تمرین فیزیکی متناسب می گردد، افزایش روی عملکرد و یادگیری dMI نسبت به sMI درسطح معناداری گزارش شد و همبستگی مثبتی وجود دارد. نتیجه گیری: . در نهایت با در نظر داشتن یافته‌های پژوهش می‌توان نتیجه گرفت استفاده از dMI نسبت به sMI در محیط های آموزشی و ورزشی توصیه می گردد.

https://spsyj.ssrc.ac.ir/article_4402_19485224d128528da1602ca47383f078.pdf