تأثیر اطلاعات بینایی-شنوایی بر رفتار خیرگی افراد با اضطراب صفتی: بررسی نقش ادارک چندحسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه رفتار حرکتی، دانشکده علوم ورزشی و تندرستی، دانشگاه شهید بهشتی، تهران، ایران

2 استاد، گروه علوم رفتاری و شناختی، دانشگاه شهید بهشتی، تهران، ایران

3 گروه علوم زیست پزشکی و عصبی- حرکتی ، دانشگاه بولوگنا ، ایتالیا

چکیده

اثر اضطراب بر عملکرد ورزشی همواره یکی از موضوعات مهم پژوهش­ های حوزه روان­شناسی ورزش است. هدف مطالعه حاضر بررسی تأثیر اطلاعات بینایی-شنوایی بر رفتار خیرگی افراد با اضطراب صفتی در تشخیص جهت ضربۀ تاس بدمینتون بود. شرکت­کنندگان، 40 فرد مبتدی با اضطراب صفتی بودند که به­صورت تصادفی به گروه ادراک تک­ حسی و چندحسی تقسیم شدند. گروه تک­ حسی به تمرین تشخیص جهت ضربۀ تاس بدمینتون در لحظه برخورد توپ با راکت، از طریق بینایی پرداختند و گروه چند حسی از اطلاعات بینایی-شنوایی همزمان استفاده کردند. هر دو گروه 200 کوشش تمرینی انجام دادند. پیش ­آزمون و پس ­آزمون هر دو گروه به صورت تک­ حسی گرفته شد. نتایج نشان داد گروه چند حسی الگوی خیرگی بهینه (تعداد تثبیت کم و مدت تثبیت طولانی ­تر) را کسب کردند. احتمالاً استفاده از صوت به منظور برجسته کردن نشانه ­های غنی از اطلاعات راهی برای بهبود الگوی رفتار خیرگی افراد در سطح مبتدی با اضطراب صفتی است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Audio-Visual Information on Gaze Behavior in Individuals with Trait Anxiety: Investigating the Role of Multisensory Perception

نویسندگان [English]

  • maryam khalaji 1
  • mahin aghdaei 1
  • alireza farsi 2
  • alessandro piras 3
1 Department of Motor Behavior, Faculty of Sports and Health Sciences, Shahid Beheshti University, Tehran, Iran
2 shahid beheshti university
3 Department of Biomedical and Neuromotor Sciences, Bologna University, Italy
چکیده [English]

The effect of anxiety on sports performance has always been one of the important research issues in the field of sports psychology. The aim of this study was to investigate the effect of audio-visual information on the gaze behavior of individuals with trait anxiety in the recognizing of the badminton shot. Participants were 40 novices with trait anxiety who were randomly divided into unisensory and multisensory perception groups. The unisensory group just observed video clips and recognize shot direction when the racket-ball contact and the multisensory group used audio-visual information simultaneously. Both groups performed 200 trials. Pre-test and post-test were taken as a unisensory in both groups. The results showed that the multisensory group obtained the optimal gaze behavior (low number of fixations and longer fixation duration). Using sound to highlight important cues is probably a way to improve the pattern of gaze behavior in beginners with trait anxiety.

کلیدواژه‌ها [English]

  • unisensory perception
  • anticipation
  • Fixation Duration
  • Cognitive Load
1. Aghahasan noush abadi, Z., Zarei, A. Nikaein, Z. (2015). The relationship between competitive trait anxiety and the performance of female athletes with disabilities in selected individual sports in Tehran. Journal of Organizational Behavior Management Studies in Sport, 2(4), 41-52. In Persian
2. Beloe, P., & Derakshan, N. (2020). Adaptive working memory training can reduce anxiety and depression vulnerability in adolescents. Developmental science journal, 23(4), e12831.
3. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336.
4. Boyer, E. (2015). Continuous auditory feedback for sensorimotor learning. Sciences and Technologies of Music and Sound. 21-38.
5. Boyer, É. O., Bevilacqua, F., Susini, P., & Hanneton, S. (2017). Investigating three types of continuous auditory feedback in visuo-manual tracking. Experimental brain research, 235(3), 691-701.
6. Coutrot, A., Guyader, N., Ionescu, G., & Caplier, A. (2012). Influence of soundtrack on eye movements during video exploration. Journal of Eye Movement Research, 5(4):2, 1-10.
7. Dyer, J. F., Stapleton, P., & Rodger, M. (2017). Mapping sonification for perception and action in motor skill learning. Frontiers in neuroscience, 11, 463.
8. Ellmers, T. J., & Young, W. R. (2019). The influence of anxiety and attentional focus on visual search during adaptive gait. Journal of Experimental Psychology: Human Perception and Performance, 45(6), 697.
9. Frid, E., Bresin, R., Pysander, E. L. S., & Moll, J. (2017). An exploratory study on the effect of auditory feedback on gaze behavior in a virtual throwing task with and without haptic feedback. Sound and Music Computing (SMC), 242-249.
10. Hagemann, N., Strauss, B., & Cañal-Bruland, R. (2006). Training perceptual skill by orienting visual attention. Journal of sport and exercise psychology, 28(2), 143-158.
11. Jakus, G., Stojmenova, K., Tomažič, S., & Sodnik, J. (2017). A system for efficient motor learning using multimodal augmented feedback. Multimedia Tools and Applications, 76(20), 20409-20421.
12. Klatt S, Smeeton NJJJoS. (2020). Visual and Auditory Information During Decision Making in Sport. Journal of Sport and Exercise Psychology, 42(1), 15-25.
13. Lisk, S., Vaswani, A., Linetzky, M., Bar-Haim, Y., & Lau, J. Y. (2020). Systematic review and meta-analysis: eye-tracking of attention to threat in child and adolescent anxiety. Journal of the American Academy of Child & Adolescent Psychiatry, 59(1), 88-99.
14. Losing, V., Rottkamp, L., Zeunert, M., & Pfeiffer, T. (2014). Guiding visual search tasks using gaze-contingent auditory feedback. In Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct Publication, pp. 1093-1102.
15. Minciacchi, D., Rosenboom, D., Bravi, R., & Cohen, E. J. (2020). Sonification, perceptualizing biological information. Frontiers in Neuroscience, 3(47), 138-159.
16. Minciacchi, D., Rosenboom, D., Bravi, R., & Cohen, E. J. (2020). Sonification, perceptualizing biological information. Frontiers in Neuroscience. 14(550).
17. Mishra, J., Martínez, A., & Hillyard, S. A. (2010). Effect of attention on early cortical processes associated with the sound-induced extra flash illusion. Journal of cognitive neuroscience, 22(8), 1714-1729.
18. Newell, K. M. (1991). Motor skill acquisition. Annual review of psychology. 42, 213- 237.
19. O'Brien, B., Vidal, A., Bringoux, L., & Bourdin, C. (2019). Developing Movement Sonification for Sports Performance. In Interactive Sonification Workshop (ISON 2019).
20. Panteleeva, Y., Ceschi, G., Glowinski, D., Courvoisier, D. S., & Grandjean, D. (2018). Music for anxiety? Meta-analysis of anxiety reduction in non-clinical samples. Psychology of Music, 46(4), 473–487.
21. Piras, A., Lobietti, R., & Squatrito, S. (2014). Response time, visual search strategy, and anticipatory skills in volleyball players. Journal of Ophthalmology, 28(2), 117-139.
22. Sigrist, R., Rauter, G., Marchal-Crespo, L., Riener, R., & Wolf, P. (2015). Sonification and haptic feedback in addition to visual feedback enhances complex motor task learning. Experimental brain research, 233(3), 909-925.
23. Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013). Augmented visual, auditory, haptic, and multimodal feedback in motor learning: a review. Psychonomic bulletin & review, 20(1), 21-53.
24. Smeeton, N. J., Williams, A. M., Hodges, N. J., & Ward, P. (2005). The relative effectiveness of various instructional approaches in developing anticipation skill. Journal of Experimental Psychology: Applied, 11(2), 98.
25. Terry, P. C., Karageorghis, C. I., Curran, M. L., Martin, O. V., & Parsons-Smith, R. L. (2020). Effects of
26. music in exercise and sport: A meta-analytic review. Psychological Bulletin, 146(2), 91.
27. Vater, C., Roca, A., & Williams, A. M. (2016). Effects of anxiety on anticipation and visual search in dynamic, time-constrained situations. Sport, Exercise, and Performance Psychology, 5(3), 179-191.
28. Walker, B. N., & Nees, M. A. (2011). Theory of sonification. Principles of Auditory Display and Sonification . 2(11). 399-425.
29. Williams, A. M., Vickers, J., & Rodrigues, S. (2002). The effects of anxiety on visual search, movement kinematics, and performance in table tennis: A test of Eysenck and Calvo’s processing efficiency theory. Journal of Sport and Exercise Psychology, 24(4), 438-455.