SPORT PSYCHOLOGY
Year:2019 | Volume:4 | Issue:1|Papers Count:7

Purpose: physical training is not the only a way to learn a new skill. Cognitive strategies such as selftalk and goal-setting can facilitate learning of a skill. The purpose of this study was to determine the effects of goal setting in the form of self-talk on learning and self-efficacy of dart-throwing skill. Methods: Thirty female students from Urmia University were voluntary selected and assigned into three groups based on pre-test scores. The control group without self-talk, self-talk group with performance goal and self-talk group with process trained dart throwing skill in three days. The acquisition stage was three days; each day consisted of five sets of 10 repetitions. The retention test conducted 48 hours later. Repeated measure and one-way ANOVA were used for data analysis. Results: results of factorial ANOVA showed no significant main effect for groups (F=1. 08, P=0. 35) and also the interaction between groups and factor (training sessions) (F=1. 03, P=0. 422) was not significant in acquisition stage but the main effect for factor was significant (F=6. 8, P=0. 001). The results of ONE WAY ANOVA in retention test showed a significant difference between two groups of goal-setting with the control group (P≤ 0. 05), but the difference between two groups of goalsetting was not significant (P>0. 05). Also, the results of ONE WAY ANOVA for self-efficacy showed a significant difference between two groups of goal-setting with the control group (P≤ 0. 05), but the difference between two groups of goal-setting was not significant (P>0. 05). Conclusion: results showed that self-talk was effective in enhancing learning and self-efficacy. Therefore, coaches are recommended to use instructional self-talk and goal-setting while teaching the skills.

Purpose: The aim of this study was to investigate the effect of psychological training on mental profile and dribble performance of teenager soccer players in pre-competition season. Methods: Sixteen students of soccer players were selected by purposive sampling and were assigned homogeneously in two groups of eight subjects: control and experimental. In addition to the physical training, the experimental group accomplished relaxation, goal setting, imagery, and the self-talk, that was conducted over 12 sessions for 45 min (in-person teaching and training) and 12 session for 15 min (cyberspace). Data were collected by Ottawa mental skills assessment tool-3 and Slalom dribble test in pre and post-tests. Results: Results showed that the experimental group significantly improved in eye and head coordination (Mann– Whitney U = 6, P = 0. 035), stress reaction (t = 2. 70, P = 0. 020) and fear control (Mann– Whitney U=35. 50, P = 0. 035) than control group. Conclusion: It seems that mental skills training in preparation period for competition could affect in some task oriented training conditions and also in coping with stress and reduce of fear among teenager soccer players.

Purpose: The purpose of this study was to determine the validity, reliability and standardization of Persian version of Test of Visual-Motor Skills, Third Edition (TVMS-3). Methods: The number of 2, 100 students 7 to 12 years (1050 girls and 1050 boys) from across the country were selected by multi-stage cluster sampling method. The measuring tolls of this study were demographic questionnaire and visual motor skills tests that Iranian students were used to develop and standardization. To analyze the data, Z equation was used to calculate percentage points of the percentile ranks test in each age group. For classification, Cronbach alpha coefficient was used for internal consistency of the test, and also intra-class correlation coefficient under testretest method was used to study temporal reliability of test and one-way analysis of variance test was used for validation of structure. Results: The results showed, TVMS-3 had reliability and validity and proper norm for all ages from 7 to 12 years. Conclusion: Based on research findings TVMS-3 test can be used as a screening tool to identify children with impaired visual-motor skills and document visual-motor development of children.

Purpose: Virtual reality environments are used as an effective intervention in motor skills training. The purpose of this study was to determine the effect of virtual reality training on self-efficacy of male students’ (aged mean: 13. 66 ± 0. 47 SD). Methods: The statistical sample of this study were 36 male students who were selected as available samples and placed in three homogeneous; Functional constraint virtual training, Structural constraint virtual training, and Real world training groups based on five throwing exercises. The present study was conducted in three sessions of pre-test, training and post-test. Dart throwing skill was selected as the task. Special dart’ s self-efficacy questionnaire was completed by the students and collected. Results: The results showed that virtual training of dart with functional and structural constraints significantly improves students’ self-efficacy (respectively, t=2. 27, P=0. 044, t=2. 49, P=0. 030). There is no significant difference between the effects of training groups on self-efficacy (F= (2, 33) =2. 97, P=0. 065). Conclusion: Virtual reality system probably can enhance the self-efficacy of dart throwing skill.

Purpose: The present study aimed to examine for factors affecting on drop-out from Team based on gender. Methods: Two-hundred adolescents (100 males and 100 females) with the age range of 13 to 19 years, who had the experience of participation in team sports from 2 to 10 years were chosen by snowball sampling method and filled a modified questionnaire of Heidari, Badami, Baluchi and Duffy (2014) for the reasons for sport drop-out. Reliability and validity of this questionnaire is approved. This questionnaire consists of seven subscales including educational factors, executive factors, obligations, motivational aspects, social environment, choosing other activities and sport, and economic factors. Findings were analyzed by independent t-test and Friedman test. Results: The results showed that the priority of factors affecting leaving the sports is different for boys and girls. In men, economic factor had the first priority for sport dropout while in women obligations had the first priority. Conclusion: Gender differences in socialization are the possible causes of differences in the prioritization of reasons for sport dropout in boys and girls.

Purpose: The aim of the present study was to investigate the role of mental toughness on learning Wrestling skills in young athlete. Methods: This study was semi-experimental and its population were physical education students of Tehran University in 1395. A total of 30 student-athletes under 23 years old, those who were not familiar with wrestling skills purposefully selected and randomly assigned into two groups and they learned thirty skills within three months by two wrestling coaches. At the end of the last session and one week after the last session acquisition and retention test were performed. According to the mean scores of learning, athletes divided in two excellent and weak learning groups. Tools used in this study included demographic consent form, a questionnaire for wrestling skills and mental toughness questionnaire including 48 questions. Results: normal distribution of data into two groups was examined, then one-way ANOVA results showed that the mental toughness differences between excellent and weak learning groups was statistically significant (P=0. 002). Conclusion: considering that all subjects had acceptable levels of physical fitness, according to the results of this study probably mental toughness could be a key factor in learning wrestling skills. Therefore, it is recommended for coaches and athletes to develop mental toughness to achieve success in their sport.

Purpose: The aim of this research was evaluate the differences between the process of learning anti-phase movements in hand and leg. Methods: Twleve female students (22 ± 5 years old) of Isfahan Frahangian University, with no background in rhythmic exercises activities were randomly selected and were trained for six months under the supervision of hip-hop trainer. During this period they learned and practiced the specific tasks. During the six months were asked to be present in the lab fot three times: before the taining (first month), three and six months after the training. Each time using the motion analyzer, seven cameras with the frequency of 60 in 3D, the implementation of physical exercises were filmed. Obtained data were processed and the participant’ s performance variable errors were calculated using Matlab software. Two way ANOVA was used to analyze the repeated measures at the level of (P< 0. 05) Results: Obtained results indicated that the main effect of the limbs was significant (F=30. 41, P=0. 001), the main effect of the levels (F=2. 27, P=0. 085) and reflection effect of the levels and limbs (F=2. 12, P=0. 104) were none statistically significant. Conclusion: Results showed that exercise improves the anti-phase movements, however improvement in performing anti-phase movements due to exercise in a specified duration, were more in hands than in legs.