چکیده:
هدف از این پژوهش بررسی تأثیر تمرین در شرایط فشار روانشناختی بالا بر اجرا در شرایط آزمایشگاهی و مسابقه بود. برای این منظور 60 نفر (میانگین سنی=6/2 ±4/21 سال) با استفاده از نمونه گیری در دسترس انتخاب شدند و بر اساس نمره پیش آزمون به دو گروه با فشار روانشناختی بالا و پایین تقسیم شدند. شوت جفت بسکتبال به عنوان تکلیف هدف در این مطالعه مورد استفاده قرار گرفت. شرکتکنندگان بر اساس گروهبندی مربوطه به مدت ده جلسه به تمرین تکلیف پرداختند. 48 ساعت بعد از آخرین جلسه تمرین آزمون یادداری و انتقال (اجرا در حین یک مسابقه واقعی) اجرا شدند. دقت پرتاب شرکتکنندگان به عنوان متغیر وابسته توسط آزمون ایفرد مورد ارزیابی قرار گرفت. نتایج نشان داد که در آزمون یادداری تفاوتی بین عملکرد گروهها وجود ندارد؛ اما در آزمون انتقال گروه دقت بالاتری داشت که تحت شرایط فشار روانشناختی بالا تمرین کرده بود. این نتایج بر اساس فرضیه اختصاصی بودن تمرین توجیه شدند.
This study evaluated the effect of practicing under high psychological pressure on performance in laboratory and match conditions. 60 participants with mean age of 21.4±2.6 were selected according to available sampling method and were divided into two high and low psychological pressure groups based on their pre-test performance. The basketball jumping shoot was used as the goal task. According to the grouping, the participants practiced the task for 10 sessions. The retention and transfer (performance in a real match) was conducted 48 h after the last session of practice. The accuracy of the participants' throwing was evaluated as dependent measure by APHERD test. According to the results, there was no significant difference between groups in retention test. However, in the transfer test the group, whom practiced under the high psychological pressure, had higher accuracy These results were interpreted according to the specificity of practice hypothesis.
خلاصه ماشینی:
برای اثر تعاملی گروه در مراحل آزمون، آزمون تعقیبی (آزمون t) اجرا شد که نتایج آن نشان داد فقط در پسآزمون تفاوت معناداری بین گروه بدون استرس و گروه با استرس وجود دارد، 05/0>P که مقایسه میانگینها نشان داد گروه با استرس نسبت به گروه بدون استرس فشار روانشناختی بیشتری را در این مرحله تجربه کرده است (میانگینها، بدون استرس= 8/2، با استرس= 4/5).
ارجاعدهي Research Paper How are Academic and Physical Self-Concept in Student Female Athlete and Non-Athlete?
Assistant Professor, Department of Motor Behavior, Sport Sciences Research Institute, Tehran, Iran Abstract The purpose of this study is to scrutinize the relationship between physical and academic self-concept among athlete and non-athlete female students.
The results of univariate analysis showed that athlete females’ physical and academic self-concept are significantly higher than non-athlete females.
Based on findings of the study, adolescent females' physical self-concept is correlated with physical activity and socioeconomic status of their families.
The study also displayed that academic self-concept is related to physical activity and high level of mother's education.
Data were collected using A) Short-Form of Physical Self-Description Questionnaire (SFPSDQ) (7), B) Academic Self-Concept Scale (ASCS) (8), and C) Demographic questionnaire containing questions on the student’s age, educational background, socioeconomic status information (parent education, income and family level), mental health, physical health and sport background.
In addition, the univariate analysis was applied to compare the mean of physical and academic self-concept variables in athlete and non-athlete students.
Furthermore, the results indicated that the academic and physical self-concept was higher in athletes compared to non-athletes.
The physical and academic self-concept of the athletes was higher than that of non-athletes.