جستجوی مقالات مرتبط با کلیدواژه « mindfulness » در نشریات گروه « تربیت بدنی »

The present study aimed to determine the effectiveness of mindfulness training and PETTLEP imagery on competitive state anxiety and the performance of equestrian athletes.

In this quasi-experimental study, which was conducted with a pre-test-post-test design and a control group, 30 professional adult equestrians were selected conveniently and were randomly assigned into three Mental Imagery, Mindfulness, and Control groups. In the pre-test and the post-test phases, the participants completed the Persian version of the Competitive State Anxiety Inventory-2, and then their jumping performance was measured in a simulated competition by the jury. In the intervention stage, a 90-minute session was held in 6 weeks, in which the training groups dealt with the desired interventions. Data were analyzed using dependent t-tests, Univariate, and Multivariate Analyses of Covariance with Bonferroni's post hoc test.

The study's results showed that mindfulness has a significant effect on sports performance (P=0.025), physical anxiety (P=0.030), cognitive anxiety (P=0.015), and self-confidence (P=0.0001). Also, imagery has a significant effect on sports performance (P=0.039), physical anxiety (P=0.016), cognitive anxiety (P=0.033), and self-confidence (P=0.033). Other results indicated that there is no significant difference between the effect of mindfulness and imagery on the anxiety, self-confidence, and performance of equestrian athletes in show jumping discipline (P<0.05).

In general, the results of the study suggest the use of mindfulness training and PETTLEP mental imagery interventions as practical, safe, and effective training methods to reduce competitive state anxiety, and to improve the performance of equestrian athletes in show jumping discipline.

The purpose of this research was to explain the effect of a mindfulness intervention course on mental toughness, emotional intelligence and flow among skilled volleyball players. The current study is a semi-experimental type and the statistical population consisted of all skilled volleyball players of Tehran University. The research sample was made up of 30 skilled volleyball players of Tehran University who participated in the university team's training. The pre-test included a demographic questionnaire, a 48-question mental toughness questionnaire by Clough et al., an emotional intelligence questionnaire by Lan et al., and also the state scale of flow-2. Then, the statistical sample was randomly divided into two control and intervention groups, and the intervention group did six weeks of mindfulness training, and after that, the mentioned questionnaires were again distributed among all the statistical sample and information was collected. After checking the normality of the data distribution in two groups using the Shapiro-Wilk test, the dependent t-test and independent t-test were used to compare the differences between the intragroup and intergroup averages. The results showed that the effect of mindfulness intervention on the mean difference of mental toughness variable is not significant, but it is significant on the mean difference of emotional intelligence and flow variables (P≥0.05). The effect of mindfulness intervention on emotional intelligence and flow in athletes was positive. Considering the importance of emotional intelligence and flow of athletes in achieving high levels of competition, it is suggested that coaches use mindfulness intervention in athletes with high skill levels to improve these psychological factors.

The purpose was to compare the effects of Life Skills Training with and without Mindfulness Training on Experiential Thinking, and Negative Thoughts of youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injuries from the secondary exceptional high schools in Tehran. The research sample, due to the small size of the statistical population, included all the people of this population in the year 2021-2022. With the purposeful sampling method, 45 subjects were randomly assigned to two experimental and one control group. Group one received life skills training and group two, received life skills training plus mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. In the end, the data was analyzed with One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had the same effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can be said that both educational interventions lead to the strengthening of rational and experimental thinking systems and the reduction of negative thoughts, which is valuable in the case of youth with motor-physical injuries.

Learning mindfulness is one of the logical ways to help athletes to enter the state of smooth performance and reach peak performance. This research was conducted with the aim of the effect of mindfulness training on the motivation and performance of athletes.

The design of the current research is semi-experimental and pre-test and post-test with a control group. This research is applied in terms of purpose and semi-experimental in terms of method and consists of two comparison groups with random replacement, pre-test, post-test (6 sessions). The statistical population of the research was volleyball sports conservatory athletes whose sample size is 30 athletes based on the Stevens table and the semi-experimental nature of the research. The sample people were divided into two groups of 15 people, experimental and control. In order to collect information, standard sports motivation questionnaire (SMS-6) and athletes' performance questionnaire - Charbonneau (2001) were used, which were distributed among the sample by targeted sampling method. SPSS22 software was used to analyze the findings and covariance analysis was used to check the hypotheses.

It showed that with the pre-test control, there is a significant difference between the level of motivation of the athletes in the experimental group and the control group (P=0.000; F=5.229). In other words, mindfulness training has increased the motivation of athletes in the experimental group according to the average score of the total motivation of the athletes in the experimental group compared to the average of the control group. The amount of influence or difference is equal to 24/810. Further findings showed that with the pre-test control, there is a significant difference between the performance level of the athletes in the experimental group and the control group (P=0.000; F=6.145).In other words, mindfulness training has increased the performance of athletes in the experimental group according to the average score of the total performance of the athletes in the experimental group compared to the average of the control group. The effect or difference is equal to 27.321. Also, with the pre-test control, there is a significant difference between the level of internal motivation of the athletes in the experimental group and the control group (P=0.000; F=11.230). In other words, mindfulness training has increased the internal motivation of the athletes in the experimental group according to the average score of the total internal motivation of the athletes in the experimental group compared to the average of the control group. The amount of influence or difference is equal to 37/800. Also, with the pre-test control, there is a significant difference between the level of external motivation of the athletes in the experimental group and the control group (P=0.000; F=30.270).

Mindfulness training has increased the external motivation of athletes in the experimental group according to the average score of the total motivation of the athletes in the experimental group compared to the average of the control group

One of the most common and practical psychological interventions in the field of managing emotional states is mindfulness and acceptance-based interventions. The aim of this study was to investigate the effects of mindfulness-acceptance-commitment-based intervention on anger rumination, competitive anxiety, emotion dysregulation and sports performance in bodybuilding sportsman. The study was semi-experimental research that implemented in the form of a multiple baseline single-case design. The statistical population included all the athletes who went to the bodybuilding sport clubs in the city of Selseleh in Lorestan province in 2021. Among them 10 sportsmen who met the inclusion criteria were selected using convenience sampling method. The subjects participated individually in a 8 sessions of mindfulness and acceptance-based program. Data were interpreted using the visual inspection, reliable change index (RCI), non-overlapping data indices (PND, PAND, PEM), recovery rate index, and Cohen's D effect size. The results showed that mindfulness-acceptance-commitment-based intervention has led to a reduction in anger rumination, competitive anxiety, emotional dysregulation and an increase in sports performance in athletes. Findings of the present study show that mindfulness-acceptance-commitment-based interventions could be effective in improving the cognitive-emotional functions and sports performance of athletes, and its application along with physical exercises can improve their sports performance.

The aim of the present study was to compare the effect of positive psychology and adolescent-centered mindfulness trainings on controlling the anxiety of Adolescent boys basketball player with disabilities sent to national (provincial) competitions. A Semi-experimental design was conducted (pre-test and post-test) with two experimental and one control groups. For this purpose, the number of 45 Adolescent boys basketball player with disabilities sent to the national competitions of Tabriz (Iran) in 1400-1401 selected as available and then randomly divided into two experimental groups and a control group were included. For the first group, positive psychology training (11 sessions; 2 one-hour sessions per week) and for the second group, adolescent-oriented mindfulness training (8 sessions; 1 session per week, 90 minutes) were applied, and the control group did not receive training. All subjects filled the Beck anxiety questionnaire (1990) before and after the training. One-variable covariance analysis was used to analyze the data. The results showed that the mean scores of anxiety in the disabled basketball boys in the positive psychology training group compared to the adolescent mindfulness training group and in the adolescent mindfulness training group compared to the control group were significantly reduced in the post-test. The results showed that positive psychology training is more effective than adolescent mindfulness training in controlling the anxiety of Adolescent boys basketball player with disabilities.

This study investigated the mediating role of academic buoyancy in relationship Between mindfulness with happiness and academic achievement. Participants were 344 (164 male and 184 female) students in Shiraz University, selected by a random multi-stage cluster sampling method who completed the Academic Buoyancy Questionnaire (Hosseinchari & Dehghani, 1391), Five Facet Mindfulness Questionnaire (Baer & et al., 2006), and Oxford Happiness Questionnaire (Hills & Argyle, 2002). Also, the total average score of students was considered an indicator of academic achievement. WARPPLS was used to test the model. The findings showed that mindfulness was positive and significant predictor of happiness and academic achievement. Mindfulness has a positive and significant relationship with academic buoyancy. Also confirmed the role of academic buoyancy as a mediator was also confirmed. Academic buoyancy has mediator role in relationship between mindfulness and happiness. But academic buoyancy showed a negative a mediator in the relationship between mindfulness and academic achievement. The results indicated that academic buoyancy has a higher role in predicting happiness than academic achievement.

Sports and specially sport competitions cause anxiety in athletes. The aim of this study was to determine the effect of mindfulness intervention on competitive anxiety and performance in basketball free throw skill. The method of the present study was quasi-experimental with pretest-posttest design with control group. Among 19 to 23 years old basketball players of Tehran, 24 athletes participated in this study, which were randomly divided into experimental and control groups. The experimental group practice.MSPE protocol for six sessions And no intervention was performed in the control group. Data were collected through Competitive State Anxiety Inventory, Sport competition Anxiety Test and the three-valued scale of the AAHPERD basketball shoot and were analyzed using Univariate and multivariate analysis of covariance. The results showed that mindfulness intervention reduces competitive anxiety and improves athletic performance in basketball athletes. Based on the research findings, it can be said that mindfulness interventions are one of the effective methods in improving athletes' performance and sport psychologists and coaches can use this method as a simple and low-cost method to reduce anxiety and improve athletes' performance.

The aim of this study was to investigate the effect of mindful sport performance enhancement (MSPE) on mental skills, sport competition anxiety and skill performance of teenage soccer players The research was semi-experimental and pre-test/post-test method with a control group. The statistical sample of the research consisted of 30 football players with 12-16 years old age rage, who were selected by available from the football schools of East Azarbaijan province and divided randomly into two experimental (mindfulness) and control groups (15 people in each group). The experimental group received 6 sessions (3 weeks and 2 sessions per week) of 45 mins of mindfulness training, and no intervention was performed in the control group. Both groups were measured in the same conditions and using questionnaires of mental skills, competitive sports anxiety and football skill performance test in the pre-test and post-test stages. The Covariance is used to analysis of statistical data. The findings showed that there was no significant difference in sport competition anxiety between the experimental and control groups, but a significant difference was observed in the mental skills and skill performance of football players. So it can be concluded that the training of mental skills such as mindfulness can be a suitable and affordable way to increase the mental and physical performance of athletes and create the basis for their sports success.

The purpose of research was to determine the effect of perceptual-motor training and mindfulness on throwing task performance and spatial working memory of children with Attention Deficit Hyperactivity Disorder. This study was quasi-experimental with pretest-posttest design with two experimental groups and one control group. In this study, 30 children with Attention Deficit Hyperactivity Disorder with mean age of 9.5 years were selected by convenience sampling method. They were randomly divided into two experimental and one control group. Blacksmith test and throw-in test (score) were taken as pre-test. Group intervention was conducted for four weeks, two sessions per week, and one hour each session, followed by a similar pre-test of the dependent variables. ANOVA and compound analysis of variance (3 groups * 2 time factors) with repeated measures and Bonferroni post hoc test for finding differences between groups and significance level (p

The aim of this study was to investigate the effect of mindfulness on exercise orientation in students with generalized anxiety disorder. The research method was quasi-experimental and was a pre-test-post-test design with a control group. The statistical population of the present study was all female high school students in Boroujerd in the academic year 1401-1400, of which 56 were purposefully selected and alternated in two groups of 28 (experimental group and control group) by random assignment. Were. Then, in the pre-test, all subjects completed the sports orientation questionnaires. In the next stage, the experimental group received 8 sessions of 2 hours (one session per week) for 2 months as a group and the control group did not receive any intervention. The obtained data were analyzed using univariate analysis of covariance and Spss software version 26. The results of post-test research from both groups showed that the scores of exercise tendency in the experimental group in the post-test were significantly higher than the pre-test. Based on the results of the present study, mindfulness training has been effective in increasing the tendency to exercise in students with generalized anxiety disorder.

The present study was conducted to compare the effectiveness of two different methods to enhance free throw shooting among young basketball players. One method is based on mindfulness(MSPE) and the other is based on mental imagery(MI). This is a semi-experimental study and in terms of data collection, the design of the study is experimental with pre-test, post-test and a control group. Statistical population consisted of young basketball players in Tehran from whom 60 players were selected through convenience sampling and put into the following three groups: mindfulness group, mental imagery group and control group. Statistical analyses were presented in two sections: descriptive statistics and inferential statistics. Descriptive statistics included participants’ characteristics, distribution of data and the variables’ mean and standard deviation. Shapiro-Wilk test was also used to determine whether the data were naturally occurring. Then, the data were analyzed through inferential statistics using paired-samples T-Test, ANOVA, Leven’s Test, Games-Howell Test and Bonferroni post hoc Test to test the hypotheses. Significance level of the study was set at 0.05. The results obtained from the pre-test and post-test of both mindfulness and mental imagery groups showed the participants’ performance was significant with mean differences of 4.15 and -2.55 respectively. Also, the final findings of the study indicated that treatment in mindfulness group was more effective than that of mental imagery group, in improving free throw shooting (P=0.2).

Todays mental features are important factors for function and health condition of athletes that urgent doing psychological intervention for improving those features. The aim of this study was to examine Effectiveness of Mindfulness training on Self-efficacy and Fear of Negative Evaluation among female volleyball player students.

Methods and Material:

 Experimental method with pretest, posttest and follow-up was used. Study sample includes 30 female volleyball player from high school of Qods city which were chosen through convenient sampling. Participates involved among two control and Experimental Mindfulness training groups. Experimental groups received 8 sessions Mindfulness training. Data were gathered by Watson & Friend Fear of Negative Evaluation and sherer Self-efficacy scales on three phases of pretest, posttest and follow-up. Data were analysed by multivariate repeated measures analysis of variance using spss 21.

Result revealed that Mindfulness training improved Self-efficacy of female volleyball player students significantly. Furthermore, result showed this intervention decreased Fear of Negative Evaluation among female volleyball player students significantly.

considering current hypothesizes and viewpoints about Mindfulness training among athletes, it can be concluded that improving some psychological features of female volleyball player students such as Self-efficacy and Fear of Negative Evaluation leads to improvement of their function and physical and mental.

The occupational nature of health care professionals is such that employees in these occupations are exposed to a variety of stressful and obsessive-compulsive factors. The aim of this study was to investigate the effectiveness of virtual mindfulness training on reducing the symptoms of obsessive-compulsive Symptoms. The present research project was quasi-experimental and pre-experimental-post-experimental design with a control group. The statistical population of this study included all health workers of Shariati Hospital in Tehran in 1399. The sample size included 30 people from this community, who were selected by voluntary sampling method and divided into two groups of 30 experiments and control. The Madzley Questionnaire was used to assess obsessive-compulsive disorder. After selecting the experimental and control group, experimental intervention (mindfulness) was performed on the experimental group for 11 sessions of 60 minutes (each session in 2 30-minute periods), and after completing the training program from each Two post-test groups were performed. Data analysis in SPSS software version (24) was performed using multivariate covariance analysis test and the significance level was considered to be p <0.05. Mindfulness training on reducing the total score of intellectual-practical obsession and its subscales (review, washing and cleaning, slowness-repetition and hesitation-accuracy) in the experimental group compared to the control group (p <0.05). Virtual mindfulness training seems to be an effective way to reduce obsessive-compulsive disorder and promote self-awareness behavior.

Anxiety and self-confidence are factors that affect performance. The aim of this study was to examine the effect of mindfulness and mental imagery training on the psychophysiological response of anxiety and self-confidence in students’ officer. This method was semi-experimental. 45 male officers who voluntarily participated in this study and randomly assigned to two experimental groups (mindfulness and mental imagery) and one control group. The score of anxiety and self-confidence, as well as levels of salivary cortisol were measured in three groups. The experimental groups performed 6 sessions of specific training. Finally, the post-test has conducted in three groups according to the pre-test. The results indicated that mindfulness and imaging training had a significant effect on the level of salivary cortisol, anxiety, and self-confidence. Moreover, there was no significant difference between the groups in terms of effectiveness (p > 0.05). In general, it can be concluded that mindfulness and mental imagery training could be a strategy to reduce anxiety and improve self-confidence in officer students. Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.Therefore, it is suggested to the providers and teachers in the military organs that by holding workshops and using these strategies to reduce anxiety and enhance self-confidence and consequently to improve students’ performance.