تأثیر موسیقی ترجیحی غیرهم زمان بر حالات اجرای روان و یادگیری سرویس والیبال در زنان جوان ورزشکار نیمه ماهر (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: هدف پژوهش حاضر بررسی تأثیر موسیقی غیرهم زمان تند و کند بر حالات اجرای روان و یادگیری سرویس والیبال در زنان جوان ورزشکار نیمه ماهر بود. مواد و روش ها: این پژوهش از نوع نیمه تجربی بود. تعداد 30 نفر از دانشجویان دختر تربیت بدنی با دامنه سنی ۲۰ تا ۲۴ سال به صورت در دسترس به عنوان نمونه انتخاب شده و به صورت تصادفی در سه گروه موسیقی تند، موسیقی کند، کنترل تقسیم شدند. بعد از اجرای پیش آزمون، 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. پرسش نامه اجرای روان در مراحل پیش آزمون، پس آزمون، یادداری و انتقال توسط شرکت کنندگان تکمیل شد. برای مقایسه گروه ها در مراحل مختلف از آزمون های تحلیل واریانس و به منظور بررسی پیشرفت هر گروه در مراحل مختلف آزمون از تحلیل واریانس با اندازه های مکرر استفاده شد. یافته ها: نتایج پژوهش نشان داد که موسیقی غیرهم زمان تند و کند بر یادگیری مهارت سرویس چکشی والیبال تأثیر معناداری نداشت (05/0<P). همچنین موسیقی غیرهم زمان تند بر اجرای روان مهارت سرویس چکشی والیبال تأثیر معناداری داشت (05/0>P). بین سه گروه بر اکتساب، یادداری و انتقال و همچنین اجرای روان مهارت سرویس چکشی والیبال، تفاوت معناداری وجود نداشت (05/0<P).نتیجه گیری: براساس نتایج مطالعه حاضر، موسیقی تند باعث افزایش اجرای روان شرکت کنندگان در هنگام اجرای مهارت سرویس چکشی والیبال شد، لذا پیشنهاد می شود این روش مد نظر متخصصان و پژوهشگران قرار گیرد.Effect of Preferred Asynchronous Music on Flow States and Learning the Volleyball Service in Young Semi-Skilled Female Athletes
Background and PurposeFlow 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. Bonferroni's post hoc test was used to check for differences between groups, with a significance level of 0.05. The results indicated no significant difference in average serve skill among training groups in the pre-test, post-test, retention, and transfer stages (P≥0.05). However, there was a significant difference in the mean mental performance of serve skill in the fast music group across all stages (P≤0.05). The average flow of serve skill in the slow music group did not show a significant difference in different test stages (P≥0.05). Further analysis revealed that flow scores in the acquisition test differed significantly from those in the retention and transfer stages (P≤0.05). Additionally, there was no significant difference in average serve skill or flow among training groups in the acquisition, retention, and transfer stages (P≥0.05).ConclusionThe findings of the present study show that non-synchronous fast and slow music do not have a significant effect on the learning of the volleyball serve skill of semi-skilled young female athletes, and no significant difference was observed in the serve scores between the two groups. The effect of music itself can act as a distracting factor (Hagen et al., 2013). Exciting music can sometimes disturb a person's calm, while soothing music can increase arousal, bringing the person down and hindering dynamism and movement, both of which can harm performance. The lack of influence of music can be attributed to factors such as the nature of the desired skill (single and continuous), the type of music used in terms of beat and the target community, whether the sport is group or individual, the nature of the sport (competitive and recreational), the amount of practice, motivational factors, or even different cultural responses to music.Another finding of this research shows that fast asynchronous music has a positive effect on the flow state of young women's volleyball serve skills. However, no significant difference was observed in the flow scores in the slow music group and between the two mentioned groups. The results of the research support the cognitive model of behavioral control by Norman and Challis (1986) to the extent that music creates a state that inhibits the control monitoring system. It should be noted that the mechanism by which musical interventions increase performance and experience of smooth performance is unknown.According to the findings of the present study, although the presentation of the motivational component (fast and slow non-synchronous music) did not affect the learning of volleyball serve skill, fast music increased the flow performance of the participants during the performance of volleyball serve skill. Additionally, no significant difference was observed between the three groups in the learning and flow state of volleyball serve skills.FundingThe present study received no financial support from any institution or organization.Authors' contributionsFirst Second and author: Data collection, conceptualization and data analysis; Second and Third author: conceptualization and presentation of the idea, authorship of the introduction, discussion and methodology. All authors contributed equally to the writing and revision of the article.Conflicts of InterestThe authors declared no conflict of interest.AcknowledgmentsWe sincerely thank and appreciate all the athletes who cooperated in the present research.
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