مقایسۀ اثربخشی ورزش ایروبیک فشرده، تمرینات ذهن‌آگاهی و تلفیق ورزش و ذهن‌آگاهی بر کارکردهای اجرایی دانش‌آموزان دختر پایۀ چهارم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد برنامه‌ریزی درسی، گروه روش‌ها و برنامه‌های آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 دانشیار، گروه روش‌ها و برنامه‌های آموزشی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

3 دانشیار، گروه علوم تربیتی، دانشکدۀ علوم انسانی، دانشگاه ملایر، ملایر، ایران.

چکیده

هدف این پژوهش، مقایسۀ اثربخشی برنامۀ ورزشی ایروبیک، برنامۀ آموزشی ذهن‌آگاهی و تلفیق ورزش ایروبیک و آموزش ذهن‌آگاهی بر کارکردهای اجرایی دانش‌آموزان دختر پایۀ چهارم ابتدایی بود. روش پژوهش شبه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان دختر پایۀ چهارم ابتدایی دبستان‌های دولتی شهر آمل در سال تحصیلی 1400-1399 بود که 90 نفر از آن‌ها به روش نمونه‌گیری دردسترس انتخاب شدند و در چهار گروه برنامۀ ورزشی ایروبیک، آموزش ذهن‌آگاهی و تلفیق ورزش ایروبیک و ذهن‌آگاهی و گروه گواه قرار گرفتند (گروه‌های آزمایش هرکدام 23 نفر و گروه کنترل 21 نفر). سپس 18 جلسۀ آموزشی 30 دقیقه‌ای طراحی و هر دو روز یک بار برگزار شد. برای جمع‌آوری داده‌ها در پیش‌آزمون و پس‌آزمون، از مجموعه آزمون ارزیابی کارکرد اجرایی در پژوهش (FREE) استفاده شد. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیره و نرم‌افزار SPSS-22 تحلیل شدند. نتایج نشان داد تفاوت معناداری در کارکرد اجرایی بازداری در شرکت‌کنندگان هر سه گروه برنامۀ ورزشی ایروبیک (Eta=0/18)، آموزش ذهن‌آگاهی (Eta=0/26) و تلفیق ورزش ایروبیک و ذهن‌آگاهی (Eta=0/29) در مقایسه با گروه گواه وجود دارد. همچنین تفاوت معناداری در کارکرد اجرایی تغییر در شرکت‌کنندگان برنامۀ تلفیق ورزش ایروبیک و ذهن‌آگاهی (Eta=0/56) در مقایسه با گروه گواه دیده می‌شود (0/05≥P). با وجود این، شرکت‌کنندگان در گروه تلفیق ورزش ایروبیک و ذهن‌آگاهی، عملکرد بهتری از دو گروه آموزشی دیگر داشتند. این نتایج نشان می‌دهد ترکیب آموزش ذهن‌آگاهی و ورزش ایروبیک می‌تواند راهبردی مؤثر برای بهبود کارکردهای اجرایی دانش‌آموزان دختر پایۀ چهارم ابتدایی باشد.

کلیدواژه‌ها

عنوان مقاله [English]

A Comparison of the Effectiveness of Acute Aerobic Exercise, Mindfulness Practices, Combined Mindfulness, and Exercise Training on Executive Functions in Fourth-Grade Female Students

نویسندگان [English]

  • Fereshteh Mohammadi 1
  • Mohammad Javadipour 2
  • Ali Nori Nouri 3
1 Department of Educational and Curriculum Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 Department of Curriculum Development & Instruction Methods, Faculty of psychology and Educational Science, Tehran University, Tehran, Iran.
3 Department of Educational Science, Faculty of Humanities, Malayer University, Malayer, Iran.
چکیده [English]

The aim of this study was to compare the effectiveness of aerobic exercise training, mindfulness and a combination of mindfulness and exercise training on the executive functions of fourth-grade female students. The method was semi-experimental, utilizing a pretest–posttest design with a control group. Subsequently, 18 30-minute training sessions were developed and implemented on intervals of every two days. The data were obtained through the Free Research Executive Function Evaluation (FREE) test. SPSS22 was employed to conduct multivariate analysis of covariance (MANCOVA) on the data. The results indicated that the inhibition of students in all three programs—aerobic exercise training (Eta=0.18), mindfulness (Eta=0.26), and combined mindfulness and exercise training (Eta=0.76)—is significantly different from that of the control group (p<0.05). Additionally, the shifting of students in the combined mindfulness and exercise training program is significantly different (Eta=0.56). However, the students who engaged in the combined mindfulness and exercise instruction outperformed the other groups. The findings suggest that the combination of aerobic exercise and mindfulness can be an effective strategy for enhancing the executive functions of fourth-grade female students.

کلیدواژه‌ها [English]

  • Combined Mindfulness and Exercise Training
  • Executive Functions
  • Exercise
  • Mindfulness
  • Quasi-experiment with a Pre-test and Post-test Design with a Control Group

مراجع

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 15، شماره 3
آبان 1403
صفحه 249-271

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سابقه مقاله

  • تاریخ دریافت: 21 دی 1402
  • تاریخ بازنگری: 19 تیر 1403
  • تاریخ پذیرش: 31 تیر 1403
  • تاریخ اولین انتشار: 01 آبان 1403
  • تاریخ انتشار: 01 آبان 1403

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