تاثیر موسیقی ترجیحی غیرهم‌ زمان بر حالات اجرای روان و یادگیری سرویس والیبال در زنان جوان ورزشکار نیمه‌ ماهر

هدف: هدف پژوهش حاضر بررسی تاثیر موسیقی غیرهم‌ زمان  تند و کند بر حالات اجرای روان و یادگیری سرویس والیبال در زنان جوان ورزشکار نیمه‌ماهر بود. مواد و روش ها: این پژوهش از نوع نیمه‌تجربی بود. تعداد 30 نفر از دانشجویان دختر تربیت‌بدنی با دامنه سنی 20 تا 24 سال به‌صورت در دسترس به‌عنوان نمونه انتخاب شده و به‌صورت تصادفی در سه گروه موسیقی تند، موسیقی کند، کنترل تقسیم شدند. بعد از اجرای پیش‌آزمون، مرحله اکتساب شامل چهار بلوک ده کوششی سرویس والیبال در هر جلسه طی چهار هفته (هر هفته سه جلسه) برگزار شد. پس از آخرین جلسه تمرینی، آزمون اکتساب و 48 ساعت بعد، آزمون یادداری و انتقال گرفته شد. پرسش‌نامه اجرای روان در مراحل پیش‌آزمون، پس‌آزمون، یادداری و انتقال توسط شرکت‌کنندگان تکمیل شد. برای مقایسه گروه­­­­­ها در مراحل مختلف از آزمون‌های تحلیل واریانس و به‌منظور بررسی پیشرفت هر گروه در مراحل مختلف آزمون از تحلیل واریانس با اندازه‌های مکرر استفاده شد. یافته ها: نتایج پژوهش نشان داد که موسیقی غیرهم‌زمان  تند و کند بر یادگیری مهارت سرویس چکشی والیبال تاثیر معناداری نداشت (0.05p). بین سه گروه بر اکتساب، یادداری و انتقال و همچنین اجرای روان مهارت سرویس چکشی والیبال، تفاوت معناداری وجود نداشت (0.05

effect of preferred asynchronous music on flow states and learning the volleyball service in young semi-skilled female athletes

background and purpose flow state is a crucial factor in achieving peak performance, characterized by conscious attention, lack of judgment, and behavioral flexibility. research and theoretical discussions suggest a two-way relationship between flow and performance (elvira et al, 2015). in recent years, there has been a focus on improving physical performance through extensive investigations and experimental studies on individual psychological factors. weinberg and gould (2014) highlight that psychological factor are the primary reason for fluctuations in sports performance, with various psychological factors influencing athletes’ performance. motivation is a key factor affecting performance, with changes in motivation leading to performance improvements, depending on the skill involved. motivation is influenced by various factors such as task importance, audience presence, rewards, feedback, physical activity, and music, all of which are considered significant motivational factors (torabi et al., 2011).the role of music in enhancing sports performance has gained attention recently. while few studies have explored flow during performance with music, the positive impact of flow on athletic performance has been demonstrated. shallis and norman’s (1986) cognitive model of behavioral control presents a cognitive theory on the relationship between music, flow state, and performance. the theory emphasizes the role of environmental factors in shaping the flow experience, aligning with csiksent mihaly’s (1975) model of flow experience, which describes flow as a balance between skill and challenge. different types of music can be used as external stimuli to manipulate psychological variables and the nervous system before, during, and after practice and performance.in general, many individuals may experience a decline in performance during competition due to increased environmental stimulation, leading to irreversible mental damage. using music as an energizing factor to create motivation can help learners adapt to real conditions. while research on the impact of music on sports skills has primarily focused on performance, the retention and transfer of skills are equally important. the lack of research in iran highlights the need to enhance athlete performance and motivation in various sports through such studies. given the unique effects of different types of music on individuals, this study aims to investigate the effectiveness of non-synchronous music on flow state and learning the volleyball serve in young female semi-skilled athletes.material and methods this research is practical in terms of purpose and semi-experimental in terms of implementation. thirty female physical education students, age between 20-24 years, were selected and randomly divided into three groups: fast music, slow music, and control. after the pre-test, the acquisition phase consisted of four blocks of ten volleyball serve attempts in each session held over 4 weeks (3 sessions per week). the final training session included the acquisition test, followed by the retention and transfer test 48 hours later. participants used the 36-item flow questionnaire (jackson and marsh, 1996), trait-state anxiety questionnaire (spielberg, 1970), and aahperd volleyball serve test (1984) throughout the research stages. statistical analysis was conducted at two levels: descriptive and inferential. mean values and standard deviations were used at the descriptive level, while one-way analysis of variance tests with repeated measures were employed at the inferential level to compare groups in the pre-test, post-test, retention, and transfer stages.result results showed that the assumptions of normality and homogeneity of variance were met.