فهرست مطالب فرشته عموزاده

Cognitive confusion is a critical condition that can appear after sports injuries and affect the athlete's performance, so the aim of the present study was the impact of group reality therapy on cognitive confusion in injured athletes. The statistical population of this research was 100 injured athletes of Khuzestan province, whose scores in the cognitive confusion test were one SD higher than mean. From this population, 36 injured athletes were selected by random sampling and assigned to two experimental and control groups. The tool used was the Mason's cognitive disturbance scale (2001) was used. The research design was of quasi-experimental type with pre-test, post-test, follow-up with control group. After random selection, the experimental group received group reality therapy for 10 sessions of 75 minutes and once a week, one day after the pre-test. One day after the end of intervention, post-test and two weeks after that, follow-up was performed. In order to analyze the data, Independent sample t test and repeated measures analysis of variance were used. (p≤0.05) The results showed that a significant difference in the mean scores of the experimental and control groups and reduced the cognitive confusion of the experimental and this result was also observed in the follow-up. Therefore, it seems that group reality therapy is an effective method to control and improve cognitive confusion in injured athletes, and this method can be used as a way to control and improve cognitive confusion in athletes.

Attention deficit hyperactivity disorder is very common in athletes. This study aims to investigate the impact of transcranial electrical stimulation of alternating current on response inhibition and selective attention in athletes with ADHD. 

The present study was quasi-experimental with a pretest, posttest, and follow-up design with the control group. The statistical population was 160 elite athletes with ADHD aged 9 to 11 years (60 girls and 100 boys). Of these, 120 athletes with ADHD were randomly selected and assigned to three groups of 40: control, sham, and tACS. First, a pretest was done, and then all subjects in the sham and experimental groups received F3(Anodal) and F4(Cathodic) fake and real stimulations, respectively, with a current of 1 mA (10 Hz) for 15 minutes in 10 sessions. The control group did not receive any intervention, then each group was re-examined. A follow-up test was done after two weeks. The Continuous Performance Test (CPT) and Stroop were used in this study. For data analysis, Mixed Anova, one-way ANOVA, and Benferroni's post hoc test were used with using Spss version 21 statistical software (p≤0.05).

Ethical considerations: 

This study is approved sport sciences Reserch Institute with ethical registration code IR.SSRI.REC.1401.1361.Parents gave written informed consent form.

The results showed that tACS was effective in the response inhibition and selective attention of athletes with ADHD and led to the improvement of response inhibition and selective attention of these subjects.

Based on the findings, the tACS protocol of 1 mA can be used as an effective treatment to improve inhibition and selective attention of athletes with ADHD.

A wide range of athletes are suffering from hyperactivity/attention deficit disorder (ADHD), which has led to impairment in their executive functions, such as attention. The purpose of this study was to investigate the impact of the video game Minecraft on the sustained visual attention of athlete students with ADHD.

Thirty students were selected randomly from 79 students with ADHD and assigned to control and experimental groups (n=15). First, sustained visual attention was evaluated with a continuous performance test. Then, the experimental group played Minecraft for 10 sessions. Each session lasted 15 minutes. The subjects of the control group did not receive any intervention. In the end, a continuous performance test was used again. One month and ten days later, a follow-up test was performed.

The findings showed that there is a significant difference between the two groups in the three stages of measurement. Using the video game Minecraft in the experimental group improved the sustained visual attention of student-athletes with ADHD, but not in the control group.

The video of Minecraft could improve the sustained visual attention of student-athletes with ADHD. This method can be used to improve attention in this group of students.

Attention deficit hyperactivity disorder (ADHD) is common in the general and sports population. The prime objective of the current study was to compare the impact of transcranial Direct Current Stimulation (tDCS) on the visual sustained attention of ADHD student-athletes.

In this study, among the 79 children diagnosed with ADHD, 45 students were randomly selected and divided into three 15-person Sham, control, and experimental groups. All subjects in the Sham and experimental groups received ten sessions of two different types of anodal and sham stimulations over the F3 area and cathode excitation over the Supraorbital (SO) area with 1 mA current for 15 minutes. After ten sessions, each group was re-examined. After 40 days, a follow-up test was performed according to the post-test using the Continuous Performance Test, Repeated Measures Analysis of Variance, and Paired Sample t-test was used to test statistical hypotheses (p≤0.05).

The results revealed that applying tDCS is effective in improving the visual sustained attention of ADHD student-athletes.

The findings of the study indicated that the protocol of applying 1 mA tDCS can improve the visual sustained attention of ADHD student-athletes.

Hyperactivity is one of the most common neurodevelopmental disorders of childhood. This leads to problem in attention and controlling impulsive behaviors. The prime objective of the current study was to comparative the impact of commercial and educational computer games on the ADHD Symptoms in Students with ADHD.

In this study, amongst the76 children diagnosed with ADHD, 64 were selected and, randomly divided into four groups of 16 subjects: control, educational computer games (chess training), commercial computer games (Fifa) and combine, based on their age and gender, and the results of the pretest, which were performed by means of Conners and Snap-iv instruments and performed both games for a period of 11 consecutive weeks and a weekly session of 1 to 1.5 hours. Also the combine group performed both games for a period of 11 consecutive weeks and a weekly session of 1 to 1.5 hours. After 11 weeks, each group was re-evaluated. After a month, a follow-up test was carried out. Pearson correlation, Mix Anova, Anova, Tukey and Bonferroni test were used to analyze the data (p≥0.05).

The findings indicated that educational computer games (chess training), commercial computer games (Fifa) reduced the symptoms of ADHD in the groups and the difference between the two games is not significant.

so it is suggested that educational computer games (chess training) and commercial computer games (Fifa) be used to reduce the symptoms of ADHD.

Attention Deficit Hyperactivity Disorder is a childhood disorder that is associated with a persistent pattern of symptoms of inattention, hyperactivity or inappropriate impulsivity, which usually continues into adulthood.

The purpose of this study was to investigate the impact of the video game Minecraft on the Cognitive flexibility of ADHD athletes students.

The study was a quasi-experimental study with a pre, post and follow-up design with a control group. The statistical population of the study was 79 ADHD athletes students from 9 to 16 years old in 2020 in Lorestan province. Of these, 30 students were randomly selected and divided into two groups control and experimental. Subjects were evaluated three times (pretest, posttest, follow up) with Wisconsin Card Sorting Test. Also, to test the hypothesis, multivariate analysis of covariance, repeated measures analysis of variance, Bonferroni test and Spss 26 software at the significance level of 0.05 were used.

The results of cognitive flexibility scores showed a significant difference between the two groups in the three stages of measurement (P=0.0001). Bonferroni showed a significant difference between groups in the components of cognitive flexibility, the number of categories (P=0.027) and preservation error (P=0.0001). That is, Minecraft improved Cognitive flexibility in the experimental group, but no change was observed in the cognitive flexibility of the control group.

It can be concluded that Minecraft improves the cognitive flexibility of ADHD athletes student.

The prime objective of the current study was to comparative the impact of Transcranial Direct Current Stmulation (tDCS) on the Cognitive flexibility of hyperactive student-athletes. In this study, amongst the79 children diagnosed with ADHD, 30 students were randomly selected and divided into two groups of 15 people, control and experimental, based on age, sex and pre-test results performed by the wisconsin card sorting test (WCST) . All subjects in the two groups received two different types of single-position and dummy anode stimulation on the area (F3) with cathode excitation in the area (SO) with a current of 1 mA for 15 minutes for ten sessions (p≤0.05) and after ten sessions, each group was re-examined. After one month, a follow-up test was performed according to the post-test with using the wisconsin card sorting test (WCST) and multivariate analysis of covariance was used to test statistical hypotheses. (p≤0.05). The results obtained by multivariate analysis of covariance revealed that applying single-session anodal tDCS influenced Cognitive flexibility of hyperactive student-athletes, and it led to a significant difference between the experimental and sham groups. The findings of the study indicated that the protocol of applying single-session anodal tDCS has the ability to improve the cognitive flexibility of hyperactive student-athletes.

One of the most common childhood disorders considered by psychologists and psychiatrists is Attention Deficit/Hyperactivity Disorder, which leads to attention deficit, hyperactivity and impulsivity in affected people.

The purpose of this study was to investigate the impact of Chess training in students with ADHD.

The statistical community of the present quasi-experimental study was 76 students with ADHD in Khorramabad city in the academic year of 2019-2020. 32 students were selected by convenience sampling and randomly divided into two groups of 16 controls and experiments based on age, sex and pre-test results. And the experimental group received chess training for 11 consecutive weeks and a weekly session of 60 to 90 minutes. Subjects were evaluated three times (pre-test, post-test, two-week follow-up) with Connors and Swanson questionnaires and data were analyzed by ANOVA and Bonferroni test and Spss 21 software.

The results of the study showed a direct and high correlation between the results obtained from both Swanson and Connors measuring instruments and the positive effect of chess training on students with ADHD. (P=0.001, F=20.17).

Due to the positive effect of Chess training on the symptoms of ADHD, it is suggested that Chess training be used to reduce the symptoms of ADHD.

Many research has been done on the impact of various factors including game types on executive functions, cognitive factors and as a result of mental health of ADHD students. But the main issue is, can a video game like FIFA be effective on the ADHD symptoms.

The purpose of this study was to investigate the impact of FIFA game upon the hyperactivity/attention deficit symptoms in students with ADHD.

The research is semi-experimental. The statistical community of the present study was 76 students with ADHD with attention deficit hyperactivity disorder. For this purpose, amongst the76 children diagnosed with ADHD, 32 were randomly selected and, divided into two groups of 16 subjects, based on their age and gender, and the results of the pretest, which were performed by means of Conners (Parents)(1999) and SNAP(1980) instruments and the experimental group performed a FIFA game in groups of 4 for a period of 11 consecutive weeks and a weekly session of 60 to 90 minutes. After 11 weeks of FIFA game in the experimental group, each group was re-evaluated. This review was carried out as in the first review. After two weeks, a follow-up test was carried out. Mixed ANOVA and Bonferroni test were used to analyze the data.

The findings of the study indicated that the playing fifa had a significant effect on the reducing the symptoms of hyperactivity/deficits of attention in ADHD students. (p≤ 0/05).

Due to the positive effect of FIFA game on the symptoms of Attention Deficit Hyperactivity Disorder, it is suggested that FIFA game be used to reduce the symptoms of ADHD.

The subject of anxiety is one of the major psychological issues raised by competitive athletes and causes poor performance. Training of psychological abilities can be one of the effective interventions in the field of anxiety. But the key question is whether training in psychological abilities affects competitive anxiety and self-esteem in athletic students?

The purpose of this study was to investigate the effect of psychological skills training on competitive anxiety and self-confidence in athletic students.

This was a quasi-experimental study. For this purpose, 48 students with the mean age of 14.9 were selected and divided into four groups of 12 subjects each consisting of 12-subject mental imagery training, self-talk and blended learning (self-talk and mental imagery) and The evidence was divided. Research tools include: Burton & Redick (2010) Psychological Abilities Practice and Competitive State Anxiety Inventory-2 Fernandez et al. (2013). Covariance analysis and Bonferroni post hoc test were used for data analysis.

The results showed that psychological abilities training had a significant effect on students' competitive anxiety and self-esteem. Also, there was a significant difference between the groups in terms of effectiveness (P<0/001).

Mental and speech imagery training can be used to reduce cognitive and physical anxiety and increase self-esteem in athletic students.

The prime objective of the current study was to comparative the impact of game and pharmacotherpay upon the development of the attention span and gross motor skills in children suffering from ADHD. Amongst the 65 children diagnosed with ADHD, 45 were randomly selected and divided in 4 groups on the basis of their age and the results of given pretests conducted via Ulrich’s test and KLT ticking mini-test. These four groups included the control group, the game therapy group, the pharmacotherpay group, and the combined game and pharmacotherpay group. The game therapy group was then subjected to eighteen 45-minute-long sessions of games selected from "sport for all program" designed by American Institution of Human Kinetics. The pharmacotherpay group was subjected to a six-week-long medication-based treatment prescribed by a specialist, and the combined game and pharmacotherpay group were simoltunuously subjected to both therapeutic strategies. Multivariate analysis of variance (MANOVA) was used to analyze the data. The findings indicated that both combined game and pharmacotherapy and game therapy strategies could significantly improve the attention span and motor skills of children with ADHD, whereas pharmacotherpay alone could solely develop the attention span of these children. Based on the findings oft he present research, it is strongly recommended that a combined game and pharmacotherapeutical strategy be applied to ensure the efficient improvement of attention span and motor skills in children with ADHD.

the motor function of children with ADHD is lower than normal children، therefore، the goal of this study was to investigate the effect of the school games on the locomotor skills of the first to third grade male students of Khorramabad primary schools suffering from ADHD. In order to do the research، 20 male students out of 40 with ADHD were selected. These students were classified into two control and experimental groups، each containing 10 subjects (similar average age P=0. 649، manipulation skill P=0. 85). The training group was then subjected to 18 forty five-minute long sessions of school games. The locomotor skills of these students were assessed using the Ulrich''s tool. The Kolmogorov-Smirnov test was applied to study the normal distribution of the data، while paired samples t-test and independent samples t-test were used to compare the means in a significant level of P<0. 05. The results suggested that the data conformed to a normal distribution، and that school games could significantly improve the manipulation skills of the experimental group. Furthermore، the findings demonstrated that، the experimental group in comparision with the control group is superior in terms of the manipulation skills. Based on the results of this study، it is suggested that the school games be incorporated into the educational curriculum of the ADHD suffering students to ensure the improvement of their locomotor skills.