SPORT PSYCHOLOGY
Year:2018 | Volume:3 | Issue:1|Papers Count:10

Purpose: The aim of this study was to compare the resilience and emotional creativity of amateur male athletes in impact and non-impact sports. Methods: The study was causal-comparative and statistical population included male athletes from Shahriyar city. For this purpose, 266 amateur athletes (132 impact and 134 non-impact sports) voluntary participated in this study. Connor-Davidson Resilience questioner and Averill Emotional Creative Questioner were used to collect data. Independent Samples T test was used to analyze data. Results: Results showed a significant difference between impact and non-impact sports in resilience (P = 0. 001), but there was no significant difference between groups in emotional creativity. The mean scores showed that non-impact sports need high levels of resilience in comparison to Impact sports. Conclusions: According to these results, it seems that practicing impact sports may increase the athlete’ s resiliency.

Purpose: The aim of this study is to investigate the effect of normative feedback on learning volleyball serves, vitality and interest to continue sports participation. Methods: Forty five female university students with age range of 18-21 years assigned into 3 groups: positive normative feedback, negative normative feedback and control group. During the acquisition phase, the participants performed 120 volleyball serves in the form of 12 X 10-trial block. After each trial block, all three groups became aware of their real mean score. Also, the two experimental groups were falsely notified of grou p's mean score and retention test was carried out 10 days later. Before and after the acquisition phase, the participation completed the questionnaire of vitality and interest in sports participation. Analysis of variance with repeated measures, one-way analysis of variance and co-variance were used for data analysis. Results: The negative normative feedback group had a lower volleyball serves scores (P = 0. 014), Vitality (P = 0. 04) and interest to continue sports participation (P= 0. 001) than the control group. Conclusions: The findings of the study showed that the coach’ s feedback can influence vitality, learning and interest to continue sports participation. Therefore, the coaches are recommended to pay enough attention to use augmented normative feedback.

Purpose: The aim of this study was to evaluate the relationship between cognitive emotion regulation strategies and coping styles in sport success of student athletes. Methods: Research method was descriptive and correlational. The target group consisted of student athletes of state and Azad universities of Tehran during 1394-1395. 141 athletes were selected with an average rage 24. 29 via availability sampling method. The athletes completed all items of cognitive emotion regulation, coping strategies and sport achievement questionnaires. Data analyzed by Pearson's correlation coefficient and multiple regressions. Results: Results showed that the relationship between cognitive emotion regulation and problem-oriented style was positive. But emotion-focused coping style was negatively associated with sport achievement. Among all kinds of cognitive emotion regulation strategies, only refocus on planning strategy could positively predict sport achievement (P= 0. 010). Among coping styles only level of effort style could positively predict sport achievement (P = 0. 0005). Conclusions: This study has important implications for improving the athlete performance using cognitive emotion regulation skills.

Purpose: The aim of this study was to identify the characteristics of the coach as a source of individual and group efficiency of Iran's national volleyball team athletes. Methods: In this qualitative study phenomenological method was used. The participants of this study were members of Iran's national volleyball team (10 men and 4 women) in 2014. For data collection, semistructured interviews were used. Data were analyzed using content analysis. The results were evaluated for reliability and validity. Results: The efficiency source of the participants was presented according to two main concepts (individual and group efficiency). The four explanatory code indicating the efficiency of person, including "encouragement and motivation of the coach", " coach’ trust to player", "technical and psychological knowledge", "Previous successes". As for three explanatory codes indicating the category of group efficacy, "leadership power", "social support of the coach" and "previous successes" were identified. “ Previous successes" was the common code between individual and group efficiency. Conclusions: This study suggests the importance of the coaches’ efficiency to achieve further successes in international tournaments.

Purpose: The purpose of this study was to explain defeat and entrapment based on cognitive flexibility in athlete and non-athlete students. Methods: The statistical society of this descriptive study included all athletes and non-athletes students of Iran medical sciences university. Sample of this study was 100 men students (50 athlete and 50 non-athlete students). Participants completed defeat, entrapment, and cognitive flexibility questionnaires. Results: The result of regression analysis indicated that controllable and explanations for human behavior subscales negatively predicted the total score of defeat (P= 0. 001; R2 = 0. 20). And also, controllable, alternative solutions, and explanations for human behavior subscales negatively predicted the total score of entrapment (P =0. 04; R2 = 0. 20). The results also indicated that there is a significant difference between athlete and nonathlete students in understanding defeat, entrapment, and cognitive flexibility (P=0. 02). Conclusions: increase in cognitive flexibility and performing sport programs can reduce the defeat and entrapment in students. Overall, these findings suggest that perceptions of defeat and entrapment may be important in diagnosing psychological processes which require greater clinical and research attention.

Purpose: The aim of this study was to determine the effect of teaching circuit and skill related exercise on psychological variables (depression and aggression) of street children in Tehran. Methods: This was quasi-experimental, pretest-posttest design with a control group. The population of the study was the street children of District 12 in Tehran in 1394 that a total of 72 boys aged 10 to 13 years old. The Buss and Perry Aggression Questionnaire and Barlow Depression Scale were used. Univariate analysis of variance and paired t-test were used for data analysis. Results: The results indicated that circuit exercise (p=0. 0001) and skill related exercise (p=0. 0001) on reducing aggression, and also circuit exercise (p=0. 007) and skill related exercise (p=0. 0001) on reducing depression had a significant effect on street children, but these two training methods did not differ in aggression (p=0. 408), and depression (p=0. 295). Conclusions: It is recommended that with improve the social planning, teaching and participation conditions in sporting activities should be provided for all street children.

Purpose: The aim of this study was to study the impact of learning styles and attention focus on learning a dart throwing skill. Methods: Participants were 40 female students from Tabriz University, who were unfamiliar with dart throwing skill. They were assigned in four groups of 10 people including divergent learning styles-internal attention, divergent learning styles-external attention, converging learning style-internal attention, converging learning style-external attention. Students attended in pretest and training sessions for two weeks, three sessions per week and each session included 10 attempts in five blocks. After learning phase, immediate retention and transfer tests and also delayed remember test were taken. Data analyzed by one-way ANOVA and Kruskal– Wallis tests. Results: The results showed no significant difference between learning styles and attention focus in acquisition, immediate retention, delayed remember and transfer in radial and the average error(p=≤ 0. 05). But in variable error in the transfer test there was a significant difference between groups (p=0. 028). Conclusions: It seems that converge learning style with external focus of attention and divergent learning styles with internal focus leads to more learning.

Purpose: The purpose of this study was to investigate the effectiveness of integrated sensory-motor training on motor skills in children with educable mental retardation. Methods: 30 mentally retarded female from primary school were selected through purposive sampling. Then, they were homogenized based on their pretest scores and were divided in to two groups: (fifteen experimental & fifteen control group). The control group reached to 10 subjects as Five subjects were dropped out during the experiment. In this research, ‘ Bruininks-Oseretsky Test of Motor Proficiency was used. Sensory stimulation and physical exercises were practiced by the experimental group during 24 sessions. Each session was 45 minutes long and was held three times a week. The control group performed the normal class programs. After 24 sessions both groups were tested. To investigate the research hypothesis, Paired T-test and ANOVA 2×2 by SPSS software (version21) were used. Results: There was a asignificant difference between the two groups (P < 0. 001) in post‒ test. Moreover, in gross skills, there was a significant improvement from pre-test (22. 33 ± 9. 77) to post test (32. 67 ± 8. 33) in experimental groups. But there was no significant improvement in gross skills in control group (P = 0. 191). In fine skills there was significant improvement from pre-test (28. 47± 16. 82) to post test (47. 27 ± 17. 70) in experimental groups. But there was no significant improvement in fine skills in control group ( P= 0. 563). Conclusions: Sensory‒ Motor integrative training improved fine and gross motor skills.

Purpose: The purpose of this study was to compare Native-local games and skipping rope on growth of fine motor skills in children between 6 to 8 years old. Methods: For this purpose, 120 children between the ages of 6 to 8 years were randomly selected from primary schools of Tehran. They divided into 4 groups: local indigenous game, jump roping plan, compound and control group. After pre-test they were settled in matching method. The training protocol was performed for 16 weeks (two sessions per week and 50 minutes every session). Post-test was conducted during the 17th week. Student-T-test and one way-analysis of variance were applied in order to evaluate the hypothesis. Results: The result showed that three groups (local indigenous game, jump roping and compound group) had better effects on fine-motor skills than the control group (P < 0. 05). In visual-motor control and upper limb speed & dexterity skills, jump roping group had better performance in response to speed skill and local indigenous game group did better performance. Moreover, in all three fundamental motor skills, the compound group had greater effect than the other groups. Conclusions: According to this result, the applied training program could be an appropriate work experience for children in order to improve fine motor skills. However the jump roping group had higher effect that other groups.

Purpose: To determine the effectiveness of a period of selected physical training on fundamental motor skills of autistic children Method: 30 male autistic children and according to their scores, mild to moderate ranges were selected for this study (7 to 11 years). Fundamental motor skills were assessed with Ulrich’ s test and they were assigned in to two groups of experimental (n=15) and control (n=15). SPARK motor program for 12 sessions were applied while routine activities were followed in control group. Then post-test was done as the same as pre-test. Shapiro-Wilk test and independent t-test at a significant level of p < 0. 05 were used to compare differences of progress. Results: The effects of selected program on acquisition of locomotors skills and the score of total fundamental movement skills in experimental group were significant (respectively: p= 0. 001 and p=0. 025) but the acquisition of object control skills in experimental group was not significant. Conclusions: It can be argued that the selected exercise program probably can bring about acquisition and improvement of growth motor skills in autistic children.