The Effect of Online Cognitive Training on Working Memory, Inhibition and Shooting Performance Accuracy: A New Training Approach During Quarantine

Document Type : Original research

Authors

1 Faculty of Physical Education and Sport Sciences, Allameh Tabataba'i University

2 School of Electrical and Computer Engineering, University of Tehran

3 Department of Cognitive Science, Ferdowsi University of Mashhad

Abstract

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.
 
 

Keywords

Main Subjects

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Sport Psychology Studies
Volume 13, Issue 50
January 2024
Pages 1-16

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History

  • Receive Date: 26 March 2024
  • Revise Date: 19 July 2024
  • Accept Date: 14 August 2024

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