تاثير تمرين جسماني، تصويرسازي ذهني و موسيقي در بهبود مهارت شوت بسكتبال دانشجويان دختر 22-19 ساله

Effect of physical practice, mental imagery and music on the improvement of basketball shooting skill in 19-22 year old female students

هدف از اين پژوهش، بررسي تاثير تمرين جسماني، تصويرسازي ذهني، و موسيقي بر بهبود مهارت شوت بسكتبال بود. در اين پژوهش نيمه تجربي، 45 دانشجو (19 تا 22 سال) به صورت تصادفي انتخاب شده و در 3 گروه آزمايشي 15 نفري در دانشگاه صنعتي شاهرود بررسي شدند. تمرين جسماني، تمرين جسماني با تمرين ذهني و تمرين جسماني به همراه تمرين ذهني و موسيقي (روش تركيبي) در گروه آزمايشي اول تا سوم به ترتيب استفاده شد. گردآوري اطلاعات در اين پژوهش با آزمون تعديل شده شوت بسكتبال (ايفرد) انجام گرفت. براي تجزيه وتحليل فرضيه هاي تحقيق از آزمون هاي آمار توصيفي، كولموگروف-اسميرنوف، آزمون T و تحليل واريانس يكطرفه استفاده شد. نتايج اين پژوهش نشان مي دهد كه بين نمره هاي پيش آزمون و پس آزمون تمرين جسماني، تمرين جسماني به همراه تمرين ذهني و روش تركيبي تفاوت معنا داري (05/0>P) وجود دارد. با توجه به مقايسه بين گروهي مي توان نتيجه گرفت كه روش تركيبي از دو روش ديگر بهتر است و تمرين جسماني به همراه تمرين ذهني تفاوت كمتري با تمرين جسماني دارد. ازاين رو توصيه مي شود از روش هاي آموزشي مختلف جهت كارامد كردن برنامه هاي تمريني استفاده شود

Aim: The use of psychological interventions in sport to enhance performance has become increasingly popular. However, the effectiveness of these interventions has been questioned by some sports psychologists. Educationally-based psychological interventions have produced significant increases in performance. It was found that 38 of the 45 studies examined (85%) had found positive performance effects, although causality could only be inferred in 20 of these studies. These interventions could be classified as relaxation-based, cognitive, cognitive-behavioural or behavioural in nature. The purpose of this study was to evaluate the effect of physical practice, mental imagery and music on the improvement of basketball shooting skill. Methodology: In this quasi-experiment study, 45 students (19-22 years) were randomly selected from elementary schools and classified in the three experimental groups consisting 15 participants. Physical practice, mental imagery and imagery along with music were the order of three experimental groups. The data was collected using modified basketball shooting in this study. Results: Statistical analysis was conducted with the descriptive statistics tests consisting kolmogro-smirnow, T test and one way-anova. The result of present study indicated significant differences (p< 0.05) between pre and posttest of physical practice, physical practice with mental imagery and physical practice with mental imagery and music. Conclusion: Based on inter group comparison, it can be said that mixed method was more efficient than other two methods and significant difference was not reported between physical practice with mental imagery and physical practice. Thus, it is suggested that different teaching methods should be used for promoting training programs.