مجله روانشناسی ورزش
سال دوم شماره 1 (بهار و تابستان 1396)

The purpose of this study was to examine the relationship between resilience and self- efficacy with exercise motivation in female elite rowers of Iran.

55 female elite rowers of adult national teams were selected as sample by convenience and purposive sampling in 2016. The data collection instruments of this study were included the sport motivations inventory (Markland and Hardy, 1993), the resilience scale (Connor and Davidson, 2003), and the general self- efficacy scale (Sherer, 1982). Data was analyzed using Pearson’s correlation coefficient and simple linear regression.

the results of this study showed that there was a significant and positive relationship between resilience and exercise motivation (P <0.007), selfefficacy and exercise motivation (P <0.001), and resilience and self- efficacy (P<0.001), in female elite rowers. It means that the related variable increases with the increasing of each factor. The results of the regression analysis showed that there was a significant multiple relationship between resilience and selfefficacy with exercise motivation (P <0.001), and we can predict female elite rowers’ exercise motivation using this equation 18.7 + (self-efficacy) 7.1+ (resilience) 0.15= exercise motivation.

coaches can promote female elite rowers’ mental skills especially resilience, self- efficacy, and exercise motivation using sport psychologist, holding of workshops, and sport psychology and its findings.

The purpose of this study was to investigate the relationship between psychological aggression and psychological hardiness among swimming coaches and saviors. The research method is a causal-comparative one. The study sample comprised of coaches and lifeguard staff of swimming Aggression questionnaire (AQ) and Ahvaz Psychological Hardiness Inventory (AHI) is used to collect data. The Data is analyzed using the correlation coefficient, significant relation between psychological aggression and hardiness of swimming coaches and saviors. Also, there is negative correlation between hardiness and physical subscales and also between hardiness and hostility subscale, but there is no such relation between hardiness and anger and verbal subscales. The results also show that with regard to psychological hardiness increases ability of people to control situations, control their behavior, commitment to duty and facing with events, thus psychological hardiness as a source of inner strength can reduce the negative effects of aggressiveness.

Imagery is a cognitive process that may play an important role in the planning and execution of movements and actions and in many cases it can be used as a tool for learning skills and retraining movements. The purpose of this study was to investigate the effect of different speeds of mental imagery on basketball dribbling performance in the young women.

the research method was semiexperimental which was performed with pretest-posttest design. 40 female students of Shahid Chamran University with average of age (22+1/12) years were selected by purposive sampling and assigned in one of four groups: (low-speed imagery, real-peed imagery, rapid-speed imagery and control without imagery). After performing basketball dribbling skill in a pretest, the subjects of experimental group performed four consecutive days of imagery training and then performed the same skill.

The results showed that all groups improved in their performance except control group (p ≤ 0/05). But with regard to the effect size, the best performance belongs to the low-speed imagery and real-peed imagery group.

we conluded that it is better to use low-speed imagery and real-peed imagery when learning a new task and in the novice.

The purpose of this study was to investigate the effect of self-consciousness on accuracy of performance penalty kick in the novice athletes.

In this study which is a semi empirical research, 48 female students (age ± XX) were selected. the organized into four groups of experiment in self-consciousness (high/less) and attention (relevant/ irrelevant) conditions. The measurements were performed during penalty kich. This study was performed during eight weeks, two sessions per week and each session was inchuded 4 blocks and each block had four attempts.

Result showed that all group had progress in accuracy after the eight weeks practice even more there was a significant difference between score of penalty kick in relevant and irrelevant groups (P < 0.05). moreover, both group of relevant- high self-consciousness and relevant- low self-consciousness perforemed beter than other groups (p< 0.05). no significant effect was observed between relevant- high self-consciousness and relevant- low self-consciousness groups (P ≥0.05). This finding suggests that relevant attentional beter for novice athletes and probably the rate of selfconsciousness cannot effect on the performance.

The aim of this study was to compare the visual skills of selected athletes and non-athletes. This study includes all athletes (men and women) from selected sports (table tennis, badminton, tennis, futsal, handball, darts, martial arts) with a range of 18 to 30 years .

The study was causal-comparative. Visual variables, static visual acuity, depth perception, NPC, a close match, contrast sensitivity and knowledge surrounding the central test were measured.. Data analysis was peformed using software SPSS 19 and excel at the significant level (P <0.05).

Results showed significant differences inelements of depth perception, visual acuity, convergence, adaptation, contrast sensitivity, peripheral vision and central betweenathletes and non-athletes, so that athletes performed better that non athletes.

The results of the studies based on better performance of athletes than non-athletes can be explained by both genetics and the factors related with their sport related training. Moreover, training in the sports that need better visual elements may improve visual elements.

The aim of this study was to investigate the effect of two methods of gradual increasing contextual interference on acquisition, retention, and transfer of throwing skill accuracy in primary school students.

among 162 first grade students of an elementary school in Shiraz city, 30 students were randomly selected. After pre-test, the participants were randomly organized in two groups of gradual increasing of the intersession contextual interference (n=15) and gradual increasing of the percentage contextual interference (n=15). After there sessions of throwing training and recording the scores, the participants were participated in transfer and retention test. In all tests was( P ≤ 0 /05).

The results of repeated measure analysis of throwing accuracy in acquisition sessions and also one- way ANOVA of transfer test showed no significant difference between two groups. The results of the retention test showed significant difference between the two groups, in which the gradual increasing of the intersession contextual interference group had better performance.

According to the findings of this study, it can be concluded that the gradual increasing of the intersession contextual interference method may enhance the throwing accuracy permanently compared to gradual increasing of the percentage contextual interference in first grade of elementary school students, and we suggest this method to teachers to use in classes in order to better performance of students.

The purpose of the current study was to determine the effect of normative feedback on gymnast children’s static and dynamic balance.

Thirty children (11.3 ± 1 years old) were randomly assigned to three groups of positive normative feedback, negative normative feedback and control. Stork Static balance test and Bass dynamic balance test were used for variable measurements. Acquisition phase consisted of 36 trials (6 blocks of 6 attempts) throughout 1 session. Normative feedback was provided in the form of a 10% higher or lower than the actual average training at the end of each 3 and 6 blocks. Data were analyzed by oneway ANOVA in SPSS 19. The significance level was set at (P ≤ 0.05).

results indicated a significance difference in static balance between groups in the acquisition and retention phase (P < 0.05). However, no significant differences were observed in dynamic balance between the groups in acquisition and retention phase (P ≤ 0.05).

According to these findings, normative feedback improves static balance of gymnast children. Providing successful and unsuccessful experiences, normative feedback may have positive motivational effects on performance.

This study aimed to examine the effect of self-controlled frequency feedback on learning of simple and difficult tasks emphasizing on feedback request after successful andunsuccessful trials. Limitations in feedback requisition in self-controlled method in difficult and simple tasks.

60 boy (mean was10/6 ± 1/07 ys), students from elementary schools of Kermanshah city selected randomly and assigned in four counter balanced experimental groups based on their pre-test scores. Simple task consisted of producing 1-kg force using hand electric dynamometer apparatus. In difficult task, however, volleyball hammer service test was applied. In acquisition phase, each group performed 6 blocks of 10 triales, according their instructions. The results were analyzed usingmanova test with repeated measurements for acquisition phase and two-way anova for retention test.

Findings showed that in the simple task, the effect of feedback type and in the difficult task, the effect of feedback frequency was significant in both acquisition phase and retention test (p<0/05).

The pattern of this findings suggest that in the simple task, the effect of feedback type is more important than its frequencybecause learners can recognize successful trials from unsuccessful trials, but regarding difficult tasks frequency of the feedback is more important than its type.