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Maamer Slimani Nicola Luigi Bragazzi David Tod Alexandre Dellal Olivier Hue Foued Cheour 《Journal of sports sciences》2016,34(24):2338-2349
ABSTRACTSoccer players are required to have well-developed physical, technical and cognitive abilities. The present systematic review, adhering to Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines, examined the effects of cognitive training strategies on motor and positive psychological skills development in soccer performance and identified the potential moderators of the “cognitive training–soccer performance” relationship. Thirteen databases were systematically searched using keywords related to psychological or cognitive training in soccer players. The review is based on 18 studies, employing 584 soccer players aged 7–39 years. Cognitive strategies, particularly imagery, appear to improve sports performance in soccer players. Regarding imagery, the combination of two different types of cognitive imagery training (i.e., cognitive general and cognitive specific) has a positive influence on soccer performance during training, whereas motivational imagery (i.e., motivational general-arousal, motivational general-mastery and motivational specific) enhance competition performance. Younger soccer players employ cognitive general and cognitive specific imagery techniques to a greater extent than older soccer players. Combined cognitive training strategies were more beneficial than a single cognitive strategy relative to motor skills enhancement in elite (particularly midfielders) and amateur (i.e., when practising complex and specific soccer skills in precompetitive period) soccer players. In conclusion, it appears that there are differences in cognitive/psychological training interventions, and their efficacy, according to whether they are directed towards training or competition, and the age, standard and playing position of the players. 相似文献
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韩立森 《山西师大体育学院学报》2010,25(6):90-92
该研究探讨了在学习完成三项篮球技术（运球,传球,投篮）时使用指导性自我谈话的效果。实验班在练习三项技术时伴有自我谈话,对照班则按照传统方法进行练习。实验中共进行了六次评价,通过数理统计分析,结果表明在练习运球和传球时,实验班完成得比对照班要好。在运球和传球时实验班的学生和教师使用较多的自我谈话,而在投篮时则较少使用。另外,在评价期间实验班学生在运球和传球上取得了显著性的较好的分值（P〈0.05）。结果表明在学习和提高复杂程度低的技术上,指导性自我谈话是一种有效的工具。 相似文献
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In this study, defensive pessimism is reviewed in relation to anxiety, self-esteem, expectations, self-regulation, and self-handicapping. Then, two case studies of American pre-service teachers in a mathematics classroom are provided that move the research beyond survey and correlational studies. In the case analyses, defensive pessimists’ discourse and behaviours are examined and additional characteristics are noted, e.g., expressions of humour and self-congratulations. In connection with teaching, teachers are encouraged to support defensive pessimists’ learning strategies, such as perseverance and the use of multiple representations, so that the focus is on meaningful learning instead of the negative self-talk. 相似文献
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Robin J. Phelps-Ward 《Gender and education》2016,28(6):807-820
ABSTRACTWhile the ‘natural hair movement’ has grown in popularity and criticism, educational researchers have not attended to how Black adolescent girls with all textures of natural hair are navigating the implications of foregoing chemical alterations to their curl patterns. This article reports on an investigation of self-talk in 56 internet video logs constructed by Black adolescent girls with natural hair, describing the messages of self-love, hair care, and counter narratives to dominant discourse that emerged from an in-depth ethnographic content analysis. Hair politics may seem irrelevant to the field of education, but findings suggest that the topic should matter to anyone who cares deeply about the social and academic worlds of Black adolescent girls. 相似文献
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自我谈话对动作表现的影响是体育运动领域中自我谈话研究的主流方向。以往围绕自我谈话与动作表现关系的研究主要考察自我谈话功能类型与动作技能类型之间的匹配关系，较少关注自我谈话表述形式对动作技能表现的影响。因此，本研究在任务匹配假说的基础上，引入自我谈话显隐性（表述形式）这一维度，探讨自我谈话功能类型和表述形式与动作技能类型之间的匹配关系。基于此，本研究设计了2个实验，实验1考察自我谈话功能类型与表述形式对精细类动作技能（飞镖投掷）表现的影响，实验2考察自我谈话功能类型与表述形式对粗放类动作技能（握力）表现的影响。2个实验均为2因素混合设计，实验对象为80名男性本科生。实验结果表明，不发声指导型自我谈话有利于飞镖投掷任务表现，而发声指导型自我谈话有利于握力测试任务表现。本研究表明，指导型自我谈话有利于精细类动作技能表现，尤其是新手；发声自我谈话有利于粗放类动作技能表现，不发声自我谈话有利于精细类动作技能表现。 相似文献
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Derek de la Peña Nicholas P. Murray Christopher M. Janelle 《Journal of sports sciences》2013,31(12):1323-1331
Abstract This study sought to compare the time course changes in oxidative state and glycemic behavior when glucose or glucose plus fructose are consumed before endurance and strength exercise. After two weeks on a controlled diet, 20 physically trained males ingested an oral dose of glucose or glucose plus fructose, 15 min before starting a moderate-intensity 30-min session of endurance or strength exercise. The combination resulted in four randomized interventions: glucose or glucose plus fructose + endurance exercise and glucose or glucose plus fructose + strength exercise, which were implemented consecutively in random order at 1-week intervals. Plasma concentration of lipoperoxides, oxidized LDL, reduced glutathione, catalase and glycemia were determined at baseline, during exercise and acute recovery. Following the ingestion of glucose plus fructose, lipoperoxides, catalase and reduced glutathione depletion were significantly higher than following consumption of glucose, for both endurance and strength exercise (P < 0.05). Oxidized LDL-c was higher after glucose plus fructose than after glucose alone in endurance exercise (P < 0.05). There was no difference in the glycemic peak between glucose plus fructose and glucose ingestion in endurance exercise trials. In strength exercise, the post-absorptive glycemic peak was less when the participants ingested glucose plus fructose than glucose (P < 0.05), and a second peak was found in the recovery phase of this group (P < 0.05). In conclusion, the addition of fructose to a pre-exercise glucose supplement triggers oxidative stress. 相似文献
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王辉斌 《南阳师范学院学报》2012,(2):58-62
《学习月刊》2011年10期（下）所刊载的丁庆勇《杜诗〈奉酬薛十二丈判官见赠〉辨析》一文,无论是＂解读＂部分抑或＂异议＂部分,其结论均由作者的自说自话、信口开河与想当然所构成。时下一些研究生不读书的恶劣风气与浮躁草率的写作心态,皆在该文中得以充分体现。 相似文献
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学生自讲是课堂教学授课方式之一,适当开展学生自讲有助于学生各方面能力提高,实践“以学生为本”教学理念,达到知识教育与能力教育的统一。本文就学生自讲在“生态学”课堂教学中的实施可行性、组织形式、教学效果进行初步探讨。 相似文献
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运用程序化参赛模式和自我暗示提高帆船运动员十运会比赛成绩——对十运会帆船冠军的心理训练方案设计与心理干预 总被引：1，自引：0，他引：1
李佑发 《宁波大学学报(教育科学版)》2007,29(1):125-129
在对十运会重点参赛运动员进行心理咨询基础上,此研究建构了一整套科学化的心理训练方案,其中在赛前不同阶段将程序化参赛模式、积极性自我暗示、表象训练和认知调整等心理训练方法进行合理组合并对运动员进行系统干预,卓见成效,显著改善了运动员的赛前心理状态,提高了运动员的心理素质,为她们在十运会夺冠提供了可靠保障。 相似文献
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