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علی خانی, حسن, سیاری, نرجس. (1403). ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر فرایند خودتنظیمی شناختی هیجان دانش‌آموزان پایۀ دوم ابتدایی. , 16(1), 37-49. doi: 10.22059/jsmdl.2023.361575.1738
حسن علی خانی; نرجس سیاری. "ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر فرایند خودتنظیمی شناختی هیجان دانش‌آموزان پایۀ دوم ابتدایی". , 16, 1, 1403, 37-49. doi: 10.22059/jsmdl.2023.361575.1738
علی خانی, حسن, سیاری, نرجس. (1403). 'ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر فرایند خودتنظیمی شناختی هیجان دانش‌آموزان پایۀ دوم ابتدایی', , 16(1), pp. 37-49. doi: 10.22059/jsmdl.2023.361575.1738
علی خانی, حسن, سیاری, نرجس. ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر فرایند خودتنظیمی شناختی هیجان دانش‌آموزان پایۀ دوم ابتدایی. , 1403; 16(1): 37-49. doi: 10.22059/jsmdl.2023.361575.1738

ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر فرایند خودتنظیمی شناختی هیجان دانش‌آموزان پایۀ دوم ابتدایی

رشد و یادگیری حرکتی ورزشی
دوره 16، شماره 1، فروردین 1403، صفحه 37-49    اصل مقاله (896.61 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2023.361575.1738
نویسندگان
حسن علی خانی* 1؛ نرجس سیاری2
1گروه تربیت بدنی و علوم ورزشی، واحد لاهیجان، دانشگاه آزاد اسلامی، لاهیجان، ایران .
2گروه تربیت بدنی و علوم ورزشی، واحد لاهیجان، دانشگاه آزاد اسلامی،لاهیجان، ایران.
چکیده
مقدمه: هدف پژوهش حاضر، بررسی ﺗﺄﺛﻴﺮ ورزش صبحگاهی بر اساس حرکات هماهنگ بر فرایند خودتنظیمی شناختی هیجان در دانش‌آموزان پسر پایۀ دوم ابتدایی است.
روش پژوهش: پژوهش حاضر از نوع نیمه‌تجربی با طرح پیش‌آزمون- پس‌آزمون، همراه با گروه کنترل بود. بدین‌منظور 40 ‌‌‌نفر از دانش‌آموزان دوم ابتدایی به روش نمونه‌گیری در دسترس، انتخاب و سپس به‌صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. از پرسشنامۀ تنظیم شناختی هیجان گارنفسکی و کرایج در هر دو مرحلۀ پیش‌آزمون و پس‌آزمون استفاده شد. با توجه به دستورالعمل‌های فدراسیون ورزش همگانی و طراحی پژوهشگر، گروه آزمایش طی هشت هفته، هر هفته پنج روز و هر روز به مدت20 دقیقه به ورزش صبحگاهی بر اساس حرکات هماهنگ پرداختند و گروه کنترل مداخله‌ای دریافت نکرد. تجزیه‌وتحلیل داده‌ها از طریق تحلیل کوواریانس با سطح معنا‌داری 0/05 توسط نرم‌افزار با اس پی اس اس 24 انجام گرفت.
یافته‌ها: تمرینات ورزش صبحگاهی بر بهبود خودتنظیمی هیجان دانش‌آموزان تأثیر معنا‌دار داشت و سبب افزایش آن شد. نتایج آزمون لاندای ویکلز (0/0001=P) و آزمون تقابل درون و برون‌گروهی در گروه آزمایش (0/0001=P) و گروه کنترل ( 0/09= P) نشان‌دهندۀ پیشرفت و تفاوت معنا‌دار گروه آزمایش نسبت به گروه کنترل بود.
نتیجه‌گیری: شرکت در تمرینات ورزش صبحگاهی بر اساس حرکات هماهنگ، سبب افزایش خودتنظیمی هیجان دانش‌آموزان می‌شود. ازاین‌رو پیشنهاد می‌شود مربیان ورزش و مسئولان مربوطۀ ‌آموزشگاه‌ها، ورزش صبحگاهی را بر این اساس در برنامۀ روزانۀ مدارس در نظر بگیرند.      
کلیدواژه‌ها
خود تنظیمی هیجان؛ حرکات هماهنگ؛ ورزش صبحگاهی
عنوان مقاله [English]
The Effect of Morning Exercise on the Process of Cognitive Self-Regulation of Emotion in Second-Grade Elementary School Students
نویسندگان [English]
Hasan Alikhani1؛ Narjes Sayari2
1Department of Physical Education and Sports Sciences, Lahijan Branch, Islamic Azad University, Lahijan, Iran
2Department of Physical Education and Sports Sciences, Lahijan Branch, Islamic Azad University, Lahijan, Iran.
چکیده [English]
Introduction: This study aimed to investigate the effect of morning exercise based on coordinated movements on the process of cognitive self-regulation of emotions in second-grade male elementary school students.
Method: The current research was a quasi-experimental type with a pre-test and a post-test along with a control group design. For this purpose, 40 students from the second-grade elementary school were selected by the available sampling method and then randomly assigned into two experimental and control groups. Garnefski and Kraaij’s Cognitive Emotion Regulation Questionnaire (CERQ) was used in both the pre-test and post-test phases. According to the instructions of the Sports for All Federation and the researcher's design, the experimental group participated in morning exercise based on coordinated movements for 8 weeks, 5 days a week, and for 20 minutes every day. The control group did not receive any intervention. Data analysis was done through analysis of covariance with a significance level of 0.05 via SPSS 24 software.
Results: Morning exercise had a significant effect on the improvement of students' self-regulated emotion and caused an increase to it. The results of the Wilk’s Lambda test (P=0.0001) and the within-group and between-group contrast test in the experimental group (P=0.0001) and the control group (P=0.09) showed the progress and significant difference of the experimental group compared with the control group.
Conclusion: Participating in morning exercise based on coordinated movements increases students' self-regulation of emotion. Therefore, it is suggested that sports coaches and relevant officials of schools consider morning exercise in the daily schedule of schools.
کلیدواژه‌ها [English]
Coordinated Movement Morning Exercise Self, regulation of Emotion
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