سامانه مدیریت نشریات علمی دانشگاه شهید بهشتی

محمدی, مهسا, رافعی بروجنی, مهدی, نزاکت الحسینی, مریم. (1401). تأثیر آموزش مدیریت استرس به شیوه شناختی رفتاری بر اضطراب رقابتی دختران کاراته‌کای حرفه‌ای. , 14(2), 76-63. doi: 10.48308/mbsp.2022.221742.1028
مهسا محمدی; مهدی رافعی بروجنی; مریم نزاکت الحسینی. "تأثیر آموزش مدیریت استرس به شیوه شناختی رفتاری بر اضطراب رقابتی دختران کاراته‌کای حرفه‌ای". , 14, 2, 1401, 76-63. doi: 10.48308/mbsp.2022.221742.1028
محمدی, مهسا, رافعی بروجنی, مهدی, نزاکت الحسینی, مریم. (1401). 'تأثیر آموزش مدیریت استرس به شیوه شناختی رفتاری بر اضطراب رقابتی دختران کاراته‌کای حرفه‌ای', , 14(2), pp. 76-63. doi: 10.48308/mbsp.2022.221742.1028
محمدی, مهسا, رافعی بروجنی, مهدی, نزاکت الحسینی, مریم. تأثیر آموزش مدیریت استرس به شیوه شناختی رفتاری بر اضطراب رقابتی دختران کاراته‌کای حرفه‌ای. , 1401; 14(2): 76-63. doi: 10.48308/mbsp.2022.221742.1028

تأثیر آموزش مدیریت استرس به شیوه شناختی رفتاری بر اضطراب رقابتی دختران کاراته‌کای حرفه‌ای

روانشناسی ورزش
مقاله 5، دوره 14، شماره 2، 1401، صفحه 76-63    اصل مقاله (1.33 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.48308/mbsp.2022.221742.1028
نویسندگان
مهسا محمدی1؛ مهدی رافعی بروجنی* 2؛ مریم نزاکت الحسینی3
1گروه رفتار حرکتی و مدیریت ورزشی- دانشکده علوم ورزشی- دانشگاه اصفهان- اصفهان- ایران
2گروه رفتار حرکتی و مدیریت ورزشی- دانشکده علوم ورزشی_ دانشگاه اصفهان- اصفهان- ایران
3گروه رفتار حرکتی و مدیریت ورزشی- دانشکده علوم ورزشی- دانشگاه اصفهان- اصفهان - ایران
چکیده
هدف: هدف از این تحقیق تعیین تأثیر آموزش مدیریت استرس به شیوه­ شناختی رفتاری بر اضطراب رقابتی دختران کاراته­کای حرفه­ای بود..
روش‌ها: بیست کاراته­کای حرفه­ای دختر که بر اساس نمرات کسب شده در پرسشنامه اضطراب ورزشی اسمیت و همکاران دارای اضطراب بالایی بودند انتخاب و در گروه آزمایش و گروه کنترل به شیوه همتاسازی تصادفی قرار گرفتند.  این ورزشکاران در لیگ برتر مشغول فعالیت بودند. آموزش مدیریت استرس به شیوه شناختی رفتاری به صورت یک بار در هفته، به مدت 10 جلسه برگزار شد. اطلاعات مربوط به اضطراب رقابتی در سه مرحله پیش­آزمون، پس­آزمون و سه ماه پس از آن جمع­آوری و تحلیل شد.
نتایج: نتایج نشان داد که در فاکتور اضطراب جسمانی، نگرانی و عدم تمرکز بین پیش­آزمون با پس­آزمون و بین پیش­آزمون و پیگیری کاهش معنی­داری بوجود آمد.
نتیجه گیری: به نظر می­رسد افزایش آگاهی، آموزش مهارت های کاهش استرس، اصلاح ارزیابی­های شناختی، ایجاد مهارت­های بین فردی و افزایش ابراز هیجانی و کاهش انزوای اجتماعی که در این برنامه وجود دارد دلیل تغییرات ذکر شده می ­باشد.
کلیدواژه‌ها
اضطراب جسمانی؛ نگرانی؛ عدم تمرکز؛ هیجان؛ عملکرد
عنوان مقاله [English]
Effect of Cognitive-Behavioral Stress Management Instruction on Competitive Anxiety of Karate’ Girls
نویسندگان [English]
Mahsa Mohammadi1؛ Mehdi Rafei Borujeni2؛ Maryam Nezakat Alhosseini3
1Department of Motor Behavior and Sport Management- Faculty of Sport Sciences- University of Isfahan- Isfahan- Iran
2Department of Motor Behavior and Sport Management, Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
3Department of Motor Behavior and Sport Management- Faculty of Sport Sciences- university of Isfahan- Isfahan- Iran
چکیده [English]
Purpose: The purpose of this study was to determine the effects of cognitive-behavioral stress management instruction on the competitive anxiety of karate girls.
Methods: Twenty professional karate ‘girls were selected based on the score in Schmidt et al sports anxiety questionnaire had high anxiety levels and a randomized replication design was used to allocate them to the experimental and control groups. They were competing in the superior league of Iran.  Cognitive-behavioral stress management was instructed once a week, and 10 sessions were held. Data about sports anxiety in the pre-test, after the intervention, and three months after the end of the intervention were collected and analyzed.
Results: The results showed that the somatic anxiety, worry, and concentration disruption significantly decreased between the pre-test with post-test and between the pre-test and follow-up.
Conclusion: It seems to raise awareness, stress reduction skills training; cognitive evaluation modification, interpersonal skills development; an increase of emotional expression, and a decrease of social isolation that exists in this program are the causes of the changes that occur.
 
 
کلیدواژه‌ها [English]
Somatic Anxiety, Concentration Disruption, Emotion, Behavior
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