اثربخشی آموزش مهارت‌های ذهنی بر عملکرد کمی و کیفی شناگران

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﻬﺎرتﻫﺎی ذﻫﻨﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﮐﻤﯽ و ﮐﯿﻔﯽ ﺷﻨﺎﮔﺮان ﺑﻮد. ﺟﺎﻣﻌﮥ آﻣﺎری ﺗﺤﻘﯿﻖ ﺷﻨﺎﮔﺮان ﻧﻮﺟﻮان ﺑﺎﺷﮕﺎهﻫﺎی ورزﺷﯽ ﮐﺮج ﺑﻮد. در اﯾﻦ ﻣﻄﺎﻟﻌﻪ، ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس 30 ﻧﻮﺟﻮان ﭘﺴﺮ ﻧﺨﺒﻪ در رﺷﺘﮥ ﺷﻨﺎ از ﺑﺎﺷﮕﺎهﻫﺎی ﺷﻨﺎی ﺷﻬﺮﺳﺘﺎن ﮐﺮج اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﻗﺮار ﮔﺮﻓﺘﻨﺪ. روش ﭘﮋوﻫﺶ از ﻧﻮع ﻧﯿﻤﻪﺗﺠﺮﺑﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن در دو ﮔﺮوه ﮐﻨﺘﺮل و آزﻣﺎﯾﺶ ﺑﻮد. ﮔﺮوه آزﻣﺎﯾﺶ در ﮐﻨﺎر ﺗﻤﺮﯾﻨﺎت ﺟﺴﻤﺎﻧﯽ ﺧﻮد، ﺑﺴﺘﮥ ﺑﯿﺴﺖوﯾﮏ ﺟﻠﺴﻪای آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ را در ﻫﻔﺖ ﻫﻔﺘﮥ ﻣﺘﻮاﻟﯽ و ﻫﺮ ﻫﻔﺘﻪ ﺳﻪ ﺟﻠﺴﻪ ﺑﻪ ﻣﺪت ﯾﮏ ﺳﺎﻋﺖ درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. اﻣﺎ ﮔﺮوه ﮐﻨﺘﺮل ﻓﻘﻂ ﺗﻤﺮﯾﻨﺎت ﺟﺴﻤﺎﻧﯽ ﻋﺎدی ﺧﻮد را اﻧﺠﺎم دادﻧﺪ. ﺗﻤﺎﻣﯽ ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در ﻣﺮﺣﻠﮥ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﻪوﺳﯿﻠﮥ ﮐﺮﻧﻮﻣﺘﺮ و ﭼﮏﻟﯿﺴﺖ ﺗﮑﻨﯿﮏ ﮐﺮال ﺳﯿﻨﮥ 50 ﻣﺘﺮ ﺷﻨﺎی آزاد( ارزﯾﺎﺑﯽ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش آزﻣﻮن ﮐﻮوارﯾﺎﻧﺲ ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن داد ﮐﻪ آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ ﻋﻤﻠﮑﺮد ﮐﻤﯽ ﮔﺮوه آزﻣﺎﯾﺶ را ﺑﻪﺻﻮرت ﻣﻌﻨﺎداری اﻓﺰاﯾﺶ داد(p<0/001). ﻋﻼوهﺑﺮ اﯾﻦ، آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ ﻋﻤﻠﮑﺮد ﮐﯿﻔﯽ ﮔﺮوه آزﻣﺎﯾﺶ را ﺑﻪﺻﻮرت ﻣﻌﻨﺎداری ﺑﻬﺒﻮد ﺑﺨﺸﯿﺪ (p<0/001). ازاﯾﻦرو ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪﮔﯿﺮی ﮐﺮد ﮐﻪ آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ ﺑﻪ ﺑﻬﺒﻮد ﻣﻌﻨﺎدار ﻋﻤﻠﮑﺮد ﮐﻤﯽ و ﮐﯿﻔﯽ ﮔﺮوه آزﻣﺎﯾﺶ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﻣﻨﺠﺮ ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ ﺑﯿﺎﻧﮕﺮ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﺷﻨﺎﮔﺮان ﻧﻮﺟﻮاﻧﺎن ﺑﻮد. ازاﯾﻦرو ﻣﯽﺗﻮان ﺑﺮای ﺑﻬﺒﻮد ﺑﺮﺧﯽ از ﺟﻨﺒﻪﻫﺎی ﻋﻤﻠﮑﺮدی ورزﺷﮑﺎران از آﻣﻮزش ﻣﻬﺎرتﻫﺎی رواﻧﯽ ﺑﻬﺮه ﺑﺮد.

Effectiveness of Psychological skills training on Quantitative and qualitative performance of swimmers

Psychological skill is one of the most important factors that influence athlete’s performance so the aim of this study was to examine effectiveness of Psychological skills training on Quantitative and qualitative performance of adolescence. The statistical population included adolescence swimmers of karaj swimming clubs in karaj city. 30 adolescence swimmers were selected among karaj swimming clubs using available sampling method, and were randomly assigned into the experimental and control groups. A semi experimental with pretest and posttest assessments was used. Beside physical training, experimental group received 22 sessions Psychological skills through 3 sessions weekly that every sessions took one hour but control group didn’t received any intervention, all the participants assessed by Stopwatch and Checklist for 50m front crawl techniques (freerunning) in two steps of pretest and posttest. Data were analyzed by combinatory variance analysis model. Findings revealed that the Psychological skills training significantly improved Quantitative performance in the experimental group (P