مجله روانشناسی ورزش
سال دوم شماره 2 (پاییز و زمستان 1389)

The aim of this study was the comparison of the effects of three type of exercise (low, moderate, high intensities) on the attentional styles between boys and girls student.

The participants (N 30, range of age: 19-25yr.) conducted the protocol of study voluntarily. The participants performed to practice with low intensity (5 min), moderate intensity (5 min) and high intensity (Max H.R:186 per min) on the ergometer. The participants were asked to tell the current thoughts in their minds during practice and then their talks were recorded. The thoughts was divided based on Schomer system to Associative and Dissociative thoughts. The data was analyzed with Chi-square test.

The results were showed while intensity of practice increased, the attentional style have changed from dissociative style to associative style. In low intensity stage, dissociative thoughts increased and the difference was significant (P<0.004). In moderate and high intensities the associative thoughts increased and the differences were significant (P<0.005). In moderate intensity stage, the difference between thoughts were not significant only for girls (P>0.05). The comparison of the thoughts of boys and girls in were not significant (P<0.01) and the gender factor was not influence significantly.

The findings supported from Action Selection Neumann Hypothesis.

The purpose of this study was investigation the relationships of self-efficacy and self-esteem personality traits with social development of team field’s athletes and non-athlete’s boy’s students.

For this purpose, 220 boy’s students indicated 110 athlete boys (with 4 years experience participation in team fields) and 110 non-athlete boys with range age of 16±1.5 years from 2, 8, 9 and 11 zones in city of Tehran randomly cluster sampling selected as statistical sample. All students were complete the demographic questionnaire, Sherer Self-Efficacy questionnaire, Cooper-Smith Self-Esteem questionnaire and wahtsman Social Development questionnaire. Data were analyzed using descriptive statistic (mean and standard deviation) and inferential statistic (Pearson correlation and enter multi variable regression).

The result showed that correlation between self-esteem with social development (r=0.28), and self-efficacy with social development (r=0.26) were significant in athlete student boys (P=0.05). But, correlation between self-esteem and self-efficacy with social development was not significant in non-athlete student boys (P>0.05). Also, Multi variation regression results showed that self-esteem and self-efficacy in athlete students’ boys have linear relationship with the criteria variant and could be prediction their social development.

Based on results research, team sports activities can enhance social development and personality characteristics in students.

The purpose of this study was to determine the effect of predictable anxiety on body sway in athletes and non athletes.

Twenty four healthy adults (12athletes and 12nonathletes, mean age:22±4.35) participated in this study selected voluntarily. Participants were asked to stand upright on a foot on a force plate with their eyes open. In order to induce anxiety, a predictable sound (80 db SPL) was delivered at a certain time (at the 30s) during test. Center Of Pressure, enveloped area and standard deviation from center of pressure, in medio-lateral and anterio-posterior axis was measured. The level of anxiety measured with skin conductance level (SCL).

There was no significant difference between body sway conversions of athletes and non athletes before testing but balance was decreased in non athletes after stimulus onset.

finding showed that athletes are able to control their balance better than non athletes. Body sway area was greater in non athletes

The purpose of this research was to study the effect of change in movement direction in relation to gravity on control strategy and rate of electromyography rise in fast single joint elbow movements. Fifteen right handed men without any history of neuromotor injury (mean age of 24.8 ± 3.8 year) participated in this study. We asked of subjects to perform elbow flexion as fast as possible in seven different directions in respect to gravity with 90 percent of full range of motion. While they were performing movements surface electromyography done from biceps and lateral head of triceps. By dividing electromyography activity range (peak activity minus rest activity) on time range of activity (time of peak activity minus time of onset) slop of receive to peak of electromyography or rate of electromyography rise computed. Data analyzed by use of repeated measure intracase variance analyze (P 0.05). There were not any different in biceps muscle but rate of electromyography rise had significant different between movement in horizontal plane around vertical axis with movement in sagittal plan around frontal axis(against gravity), sagittal plan around frontal axis(with gravity), supine and dangle positions in triceps muscle. Movement direction in relation to gravity cause to use simultaneously of speed sensitive and speed insensitive strategies in fast single degree of freedom elbow flexion and had significant effect on rate of electromyography rise in triceps muscle.

In doing each research, the research methodology is very important and if don’t use the proper method, the research proving strength will be reduced. In regard to the disagreement about the classification of the group embedded figure test, the previous research couldn’t present a complete picture of the relationship and difference between cognitive style and motor performance. Thus, due to the uncertainty caused by human knowledge and tools weakness and the lack of explicitly related to the phenomenon in a fuzzy logistic, the current study present the fuzzy models of the classification of the group embedded figure test and in a case study compared to the throwing accuracy of field dependent-independent in closed and open environment with fuzzy and classic approach. The Group Embedded Figure Test (GEFT) distributed among 320 male students, and at the result, base on their GEFT scores, 90 participants placed into three groups of field dependent, neutral, and field independent (30 participants in per groups). The study was performed in closed and open environments (45 participants in each environment). The study task included dart throwing in each environment. In acquisition stage, participants throw 50 darts in 5 blocks of 10 trials. The retention test included a block 10 trial which performed at 24 hours after acquisition stage. After checking the dates normality using Kolmogorov-Smirnov test and equality of variances using Levenes test, dates analyzed with three-way variance analyze with repeated measure, two- way variance analyze test, and Bonferoni Post Hock test statistical methods. Although the results was not statistically significant in fuzzy approach, but the comparison of means confirmed Witkin and colleagues’ field dependent-independent theory in both environmental condition. But, in the classic approach, the results confirmed Witkin and colleagues’ field dependent-independent theory in closed environmental condition. The fuzzy model of the group embedded figure test allowed to physical education and sport science researches that real scores of participants with different membership degree obtained and common features of each participants get zero in each group.

The aim of this study was to investigate the effect of self regulated and non regulated learning strategies on acquisition, retention and transfer of table tennis forehand drive skill in novice females students. For this purpose 20 healthy female students of Shahid Beheshti University (age 22±1) were voluntary selected and divided into two equals groups according of self regulated questionnaire. Two sessions after pretest, regulated group received instruction of technique performance forehand tennis table and non regulated group just performed the technique of instruction. Every session of acquisition involved 150 practice trials (15 block of 10 trials).the whole sessions lasted 6 sessions. Then, acquisition test (4 block of 10 trials) consisted of cue carts contained forethought, self-reflection, self-regulated, causal attribution, adaptive inferences were given for two groups. After 48 hours, they participated in retention test. Later the transfer test was done with different speeds and directions in cannier system. The findings were analyzed by using statistic method independent t-test. The results of forehand drive skill in the stage of acquisition which examine control and accuracy indicated that regulated group was significantly better than non regulated group (p=0.001). transfer group, first with speed variation and place of ball exit that was throw randomly, showed significantly superiority of regulated group over non regulated group(p=0.001). In the second part, data analysis from cue cards in causal attribution phase indicated significant difference between two groups in subscales of general technique, specific technique and concentration (p=0.001) Examination frequency range showed, regulated group related most of their errors to weakness of specific technique and non regulated groups related their errors to lack of concentration (p 0.001).after consideration of frequency cleared strategies that regulated group choose for following stroke after two times error, was specific (the correction of part of technique such as continuity of hand movement). Whereas non-regulated group choose their strategies for purpose of improvement and maintenance of their concentration. In general the results of research showed that self regulated learning strategies were significantly superior in comparison with non regulated learning in acquisition, retention and transfer phases.

The aim of this study was to investigation of relationship between Emotional Intelligence (EI) and coping with stress styles in girl and boy athlete students of Mazandaran Universities.

Statistical population was total collegiate athletes of Mazandaran Universities (N=1862) with at least one year championship background that randomly 380 person of them (208 male and 172 female) according to Morgan table were selected. Measuring tools were Siberia sheering emotional intelligence and coping with stress style (CSKA) questionnaire, those panel of experts agree to use it and the internal consistency was acceptable. Kendal correlation and Mann Whitney u tests were used to investigate the hypothesis in level of (p0.05).

The result showed that there was a low, negative and significance relationship between emotional intelligence and problem focus coping (r=-0.08). But there was low, positive and significance relationship between emotional intelligence and transcendence coping (r=0.08) and Avoidance focus coping (r=0.10). Also, there was no relationship between emotional intelligence and emotion-oriented coping. The men's emotional intelligence was higher than women's emotional intelligence; and there was no significant difference in coping with stress styles.

However, there was a positive and low relationship between emotional intelligence with indirect coping styles. It seems that the coping styles are more correlated to other personal and situational characteristics.