دانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321A Letter to the Editor: From Laboratory Insights to Real-World Performance – What the Latest Research Teaches Us About Applied Sport Psychologyنامهای به سردبیر: از یافتههای آزمایشگاهی تا عملکرد واقعی – آخرین پژوهشها چه چیزی را درباره روانشناسی ورزشی کاربردی به ما میآموزند14441410.22091/frs.2026.15919.1162FAمهدیفهیمیگروه علوم ورزشی دانشکده علوم انسانی دانشگاه قم، قم، ایران0000-0002-6581-1125Journal Article20270109Objective: In recent years, sport psychology has shifted from a primary focus on laboratory findings toward real-world practical applications. However, the gap between research and practice remains one of the field's main challenges.<br />This letter to the editor aims to highlight recent advances based on the articles published in Issue 2026 (9):1 of the journal Functional Studies in Sport Psychology and to offer suggestions for better integration of research and applied interventions.<br />Method: The content of this issue—including empirical studies, critical reviews, and editorials by Iranian and international researchers—was analyzed and reflected upon.<br />Findings: The articles in this issue demonstrate the effectiveness of cognitive-behavioral interventions, self-talk, and high-intensity interval training on decision-making, as well as the role of cross-cultural factors in athletic performance. Attention to the mental health of amateur athletes and executive functions in older adults are also strengths of this collection.<br />Conclusion: To bridge the gap between research and practice, it is suggested that future issues of the journal include implementation case studies, longitudinal replication studies, and validation of emerging technologies (virtual reality, biofeedback) in non-Western contexts.هدف: روانشناسی ورزشی در سالهای اخیر از تمرکز صرف بر یافتههای آزمایشگاهی به سمت کاربردهای عملی در دنیای واقعی حرکت کرده است. با این حال، شکاف بین پژوهش و عمل هنوز یکی از چالشهای اصلی این حوزه است.<br />این نامه به سردبیر با هدف برجستهسازی پیشرفتهای اخیر بر اساس مقالات شماره ۵۵۵-۵۵۶ مجله «مطالعات عملکردی در روانشناسی ورزشی» و ارائه پیشنهادهایی برای یکپارچهسازی بهتر پژوهش و مداخلات کاربردی نوشته شده است.<br /><br />روش: محتوای مقالات این شماره شامل مطالعات تجربی، مرورهای انتقادی و سرمقالههایی از پژوهشگران ایرانی و بینالمللی مورد تحلیل و تأمل قرار گرفته است.<br /><br />یافتهها: مقالات این شماره اثربخشی مداخلات شناختی-رفتاری، خودگفتاری، تمرینات تناوبی بر تصمیمگیری، و نیز نقش عوامل میانفرهنگی در عملکرد ورزشی را نشان میدهند. همچنین توجه به سلامت روان ورزشکاران آماتور و کارکردهای اجرایی در سالمندان از نقاط قوت این مجموعه است.<br /><br />نتیجهگیری: برای پر کردن شکاف بین پژوهش و عمل، پیشنهاد میشود شمارههای آینده مجله شامل مطالعات موردی پیادهسازی، پژوهشهای طولی تکراری و اعتبارسنجی فناوریهای نوین (واقعیت مجازی، بیوفیدبک) در بافتهای غیرغربی باشند.https://frs.qom.ac.ir/article_4414_285e85073b7bff1842a3f5ec510112a9.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321The Effect of Yoga Exercises on Adaptive and Maladaptive Cognitive Emotion Regulation Strategies and the Need for Cognition in Female StudentsThe Effect of Yoga Exercises on Adaptive and Maladaptive Cognitive Emotion Regulation Strategies and the Need for Cognition in Female Students517370110.22091/frs.2025.13242.1068FAMohammad RezaShahabi KasebDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Hakim Sezvari University, Sabzevar, Razavi Khorasan, Iran0000-0003-0097-5409HassanBagheri NiaAssistant professor, Department of Educational Science, Hakim Sabzevari University, Sabzevar, Iran.0000-0001-7794-7508SoheilaShahramianMaster of Counseling, Islamic Azad University, Quchan Branch, Iran0009-0009-2882-7134ArezouMehranianPostdoctoral of Motor Control and Learning, Faculty of Physical Education and Sports Science, Hakim Sabzevari University, Sabzevar. Iran0000-0002-8938-4834MahyaMohamadtaghiDepartment of physical education, Technical and Vocational University (TVU), Tehran, Iran0000-0001-6363-0454Journal Article20250428Background and Aims: Attention to mental and psychological well-being in educational settings, particularly among students navigating critical and challenging developmental phases such as adolescence, is highly important. The purpose of this study was to examine the impact of yoga interventions on adaptive and maladaptive cognitive emotion regulation strategies and the need for cognition in female adolescent students.<br />Materials and Methods: This study employed a quasiexperimental design with a pretest‒posttest framework. A total of 21 female students were randomly assigned to either a control group (n = 10) or an experimental group (n = 11). All participants completed the Cognitive Emotion Regulation Questionnaire and the Need for Cognition Scale during the pretest phase. The experimental group underwent yoga training for 4 weeks, consisting of three 60-minute sessions per week under the supervision of a yoga instructor, whereas the control group did not engage in any physical activity. In the posttest phase, both groups completed the questionnaires again .<br />Results: The results of the analysis of covariance (ANCOVA) revealed a statistically significant difference between the groups in the variables of cognitive emotion regulation strategies and need for cognition (p < 0.05).<br />Conclusion: These findings suggest that yoga practices can contribute to positive modulation of emotions and enhanced cognitive engagement in female adolescent students.Background and Aims: Attention to mental and psychological well-being in educational settings, particularly among students navigating critical and challenging developmental phases such as adolescence, holds significant importance. The purpose of this study was to examine the impact of yoga interventions on adaptive and maladaptive cognitive emotion regulation strategies and the need for cognition in female adolescent students.<br />Materials and Methods: This study employed a quasi-experimental design with a pretest-posttest framework. A total of 21 female students were randomly assigned to either a control group (n = 10) or an experimental group (n = 11). All participants completed the Cognitive Emotion Regulation Questionnaire and the Need for Cognition Scale during the pretest phase. The experimental group underwent yoga training for 4 weeks, consisting of three 60-minute sessions per week under the supervision of a certified yoga instructor, while the control group did not engage in any physical activity. In the posttest phase, both groups completed the questionnaires again.<br />Results: The results of the analysis of covariance (ANCOVA) revealed a statistically significant difference between the groups in the variables of cognitive emotion regulation strategies and need for cognition.<br />Conclusion: The findings suggest that yoga practices can contribute to positive modulation of emotions and enhanced cognitive engagement in female adolescent students.https://frs.qom.ac.ir/article_3701_cd30bbad2459ce4d5a59602cddfa0f44.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321Anxiety and Acute Mountain Sickness: Comparative Analysis of Active and Passive Ascents to 3600 MetersAnxiety and Acute Mountain Sickness: Comparative Analysis of Active and Passive Ascents to 3600 Meters1830371910.22091/frs.2025.13358.1079FASahbaAriandoostDepartment of Exercise Physiology, Faculty of Sports Science, Razi University, Kermanshah, Iran0009-0004-5202-1978VahidTadibiDepartment of Exercise Physiology, Faculty of sport sciences, Razi University, Kermanshah, Iran0000-0003-4560-5006Journal Article20250717Introduction: High-altitude exposure is increasingly common due to work and leisure activities. While physical factors contributing to acute mountain sickness (AMS) are well-documented, the role of psychological factors, particularly anxiety, remains underexplored. This study aimed to evaluate anxiety levels and acute mountain sickness during active and passive ascents.<br />Methods: In a cross-sectional, counterbalanced study, 12 healthy male participants aged 20–29 years, underwent both active (hiking) and passive (cable car) ascents to 3600 meters. Each ascent was separated by a two-month washout period. Anxiety levels were assessed using the State-Trait Anxiety Inventory (STAI-Y1), and AMS symptoms were evaluated using the Lake Louise Score (LLS) at multiple time points post-ascent.<br />Results: No significant difference in anxiety levels was observed between active and passive ascents (p=0.291). However, during active ascent, significantly higher anxiety levels were exhibited by participants who developed AMS compared to those who did not develop AMS (p=0.046). A positive correlation between anxiety scores and LLS was found during both active (r=0.681; p=0.015) and passive (r=0.578; p=0.049) ascents. Pre-ascent anxiety levels did not significantly correlate with LLS at altitude after active or passive ascents (p=0.389 and p=0.339).<br />Conclusions: Anxiety levels post-ascent are associated with the occurrence of AMS, regardless of ascent method. Monitoring anxiety may aid in identifying individuals at risk for AMS, emphasizing the need for psychological assessments in high-altitude expeditions.Introduction: High-altitude exposure is increasingly common due to work and leisure activities. While physical factors contributing to acute mountain sickness (AMS) are well-documented, the role of psychological factors, particularly anxiety, remains underexplored. This study aimed to evaluate anxiety levels and acute mountain sickness during active and passive ascents.<br />Methods: In a cross-sectional, counterbalanced study, 12 healthy male participants aged 20–29 years, underwent both active (hiking) and passive (cable car) ascents to 3600 meters. Each ascent was separated by a two-month washout period. Anxiety levels were assessed using the State-Trait Anxiety Inventory (STAI-Y1), and AMS symptoms were evaluated using the Lake Louise Score (LLS) at multiple time points post-ascent.<br />Results: No significant difference in anxiety levels was observed between active and passive ascents (p=0.291). However, during active ascent, significantly higher anxiety levels were exhibited by participants who developed AMS compared to those who did not develop AMS (p=0.046). A positive correlation between anxiety scores and LLS was found during both active (r=0.681; p=0.015) and passive (r=0.578; p=0.049) ascents. Pre-ascent anxiety levels did not significantly correlate with LLS at altitude after active or passive ascents (p=0.389 and p=0.339).<br />Conclusions: Anxiety levels post-ascent are associated with the occurrence of AMS, regardless of ascent method. Monitoring anxiety may aid in identifying individuals at risk for AMS, emphasizing the need for psychological assessments in high-altitude expeditions.https://frs.qom.ac.ir/article_3719_b3715aa98a7dcd221a995c90a5004f90.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321Enhancing Gait and Stability in Multiple Sclerosis through Dual-Task TrainingEnhancing Gait and Stability in Multiple Sclerosis through Dual-Task Training3140372010.22091/frs.2025.13477.1091FAArashAbbasniaDepartment of Behavioral and Cognitive Sports Sciences, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.MehdiShahbaziDepartment of Behavioral and Cognitive Sports Sciences, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.0000-0002-2148-4150ElaheArabameriDepartment of Behavioral and Cognitive Sports Sciences, Faculty of Sports Sciences and Health, University of Tehran. Tehran. Iran.0000-0001-5948-7288Journal Article20250626Objective: Motor dysfunction—particularly balance and gait impairments—is a common limitation in patients with Multiple Sclerosis (MS), significantly reducing their quality of life. Dual-task (DT) training, which combines cognitive and motor challenges, has emerged as a promising rehabilitation strategy. This study aimed to evaluate the effects of DT training on improving motor function in MS patients.<br />Methods: In this randomized controlled trial, we examined the impact of an eight-week DT training program on balance and gait in female MS patients. Thirty participants (aged 30–72, including 10 elderly individuals) from the Tehran MS Association were voluntarily enrolled and assessed using the Berg Balance Scale (BBS) and Timed Up and Go (TUG) test before and after the intervention, with informed consent obtained. Participants were randomly assigned to either the control or experimental group. After an initial pre-test, the experimental group underwent DT training for eight weeks, consisting of two weekly sessions (45–60 minutes each). A post-test was then administered. Data were analyzed using paired and independent t-tests at a significance level of p ≤ 0.05.<br />Results: Variance analysis revealed that DT training led to significant improvements in motor function (p = 0.001) in the experimental group compared to the control group. Notably, the experimental group demonstrated substantial enhancements in balance and gait (p < 0.001), suggesting that DT training could be an effective intervention in MS rehabilitation.<br />Conclusion: The findings indicate that an eight-week DT training program incorporating cognitive-motor tasks can effectively enhance motor function in MS patients, supporting its integration into rehabilitation protocols.Objective: Motor dysfunction—particularly balance and gait impairments—is a common limitation in patients with Multiple Sclerosis (MS), significantly reducing their quality of life. Dual-task (DT) training, which combines cognitive and motor challenges, has emerged as a promising rehabilitation strategy. This study aimed to evaluate the effects of DT training on improving motor function in MS patients.<br />Methods: In this randomized controlled trial, we examined the impact of an eight-week DT training program on balance and gait in female MS patients. Thirty participants (aged 30–72, including 10 elderly individuals) from the Tehran MS Association were voluntarily enrolled and assessed using the Berg Balance Scale (BBS) and Timed Up and Go (TUG) test before and after the intervention, with informed consent obtained. Participants were randomly assigned to either the control or experimental group. After an initial pre-test, the experimental group underwent DT training for eight weeks, consisting of two weekly sessions (45–60 minutes each). A post-test was then administered. Data were analyzed using paired and independent t-tests at a significance level of p ≤ 0.05.<br />Results: Variance analysis revealed that DT training led to significant improvements in motor function (p = 0.001) in the experimental group compared to the control group. Notably, the experimental group demonstrated substantial enhancements in balance and gait (p < 0.001), suggesting that DT training could be an effective intervention in MS rehabilitation.<br />Conclusion: The findings indicate that an eight-week DT training program incorporating cognitive-motor tasks can effectively enhance motor function in MS patients, supporting its integration into rehabilitation protocols.https://frs.qom.ac.ir/article_3720_17342066eca031eca1df242a3df9148e.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321Coping With Fear of Injury: Reflections of a Coach and Sport Psychology PractitionerCoping With Fear of Injury: Reflections of a Coach and Sport Psychology Practitioner4154377010.22091/frs.2025.13460.1089FAJoarSvenssonSchool of Health and Welfare, Halmstad University, Halmstad, Sweden0000-0002-4765-3928Journal Article20250423Men’s artistic gymnastics is a complex coordination sport, where the injury risk of the skills often leads to fear. Fear is complex and both coaches and sport psychology practitioners (SPP) can struggle to help gymnasts cope with fear. Through my work as a gymnastics coach and SPP I have encountered several gymnasts that are afraid of skills. Studies have detailed the reasons for fear and how gymnast cope with fear but few studies have detailed the process of coaches and SPPs helping gymnasts cope with fear. As such, coaches and SPPs may find different strategies to cope with fear but lack information on how to use them. In this article detail two cases that I have encountered as a gymnastics coach and SPP exemplifying the impact of fear and potential coping strategies. Two different approaches were taken in the cases, which both resulted in the gymnasts overcoming their fear. The lessons learned throughout these cases and my work as a SPP are distilled into guidelines which can guide coaches and SPP in their attempts to support gymnasts coping with fear of injury.Men’s artistic gymnastics is a complex coordination sport, where the injury risk of the skills often leads to fear. Fear is complex and both coaches and sport psychology practitioners (SPP) can struggle to help gymnasts cope with fear. Through my work as a gymnastics coach and SPP I have encountered several gymnasts that are afraid of skills. Studies have detailed the reasons for fear and how gymnast cope with fear but few studies have detailed the process of coaches and SPPs helping gymnasts cope with fear. As such, coaches and SPPs may find different strategies to cope with fear but lack information on how to use them. In this article detail two cases that I have encountered as a gymnastics coach and SPP exemplifying the impact of fear and potential coping strategies. Two different approaches were taken in the cases, which both resulted in the gymnasts overcoming their fear. The lessons learned throughout these cases and my work as a SPP are distilled into guidelines which can guide coaches and SPP in their attempts to support gymnasts coping with fear of injury.https://frs.qom.ac.ir/article_3770_96e7f513f399cc13bf7129e9c1864179.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321The Kebab Model: Integrating Process and Outcome in Athletic Mental TrainingThe Kebab Model: Integrating Process and Outcome in Athletic Mental Training5559400410.22091/frs.2025.13709.1100FATomHansonPh.D. in Psychology, Faculty of Psychology, Iowa State University, Ames, Iowa, USA. Performance Psychologist &amp; Consultant, Major League Baseball (MLB), Minnesota Twins, Minneapolis, Minnesota, USA.0000-0003-2226-7366Journal Article20250823Sport psychology has created a false dichotomy between process-focused and outcome-focused approaches to mental training. This opinion piece argues for an integrated model using the metaphor of the Persian kebab, where outcome and process are interconnected elements of a unified whole. Drawing from practical coaching experience and flow theory, the Kebab Model proposes that optimal performance occurs when athletes maintain clear outcome vision while simultaneously engaging in process excellence—much like the distinct but inseparable components of a perfectly prepared kebab.<br />Sport psychology has created a false dichotomy between process-focused and outcome-focused approaches to mental training. This opinion piece argues for an integrated model using the metaphor of the Persian kebab, where outcome and process are interconnected elements of a unified whole. Drawing from practical coaching experience and flow theory, the Kebab Model proposes that optimal performance occurs when athletes maintain clear outcome vision while simultaneously engaging in process excellence—much like the distinct but inseparable components of a perfectly prepared kebab.Sport psychology has created a false dichotomy between process-focused and outcome-focused approaches to mental training. This opinion piece argues for an integrated model using the metaphor of the Persian kebab, where outcome and process are interconnected elements of a unified whole. Drawing from practical coaching experience and flow theory, the Kebab Model proposes that optimal performance occurs when athletes maintain clear outcome vision while simultaneously engaging in process excellence—much like the distinct but inseparable components of a perfectly prepared kebab.<br />Sport psychology has created a false dichotomy between process-focused and outcome-focused approaches to mental training. This opinion piece argues for an integrated model using the metaphor of the Persian kebab, where outcome and process are interconnected elements of a unified whole. Drawing from practical coaching experience and flow theory, the Kebab Model proposes that optimal performance occurs when athletes maintain clear outcome vision while simultaneously engaging in process excellence—much like the distinct but inseparable components of a perfectly prepared kebab.https://frs.qom.ac.ir/article_4004_f430cee925c73c65195d8e8dec334ec3.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321Relationship between Job Burnout and Psychological Well-being among Physical Education Teachers: The Mediating Role of Organization-Based Self-EsteemRelationship between Job Burnout and Psychological Well-being among Physical Education Teachers: The Mediating Role of Organization-Based Self-Esteem6070405210.22091/frs.2025.14065.1116FAAzamTolabi MazraeNoDepartment of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran.0009-0007-2237-4299Journal Article20251003Objective: Job burnout and psychological health are significant concerns in the teaching profession. This study aimed to investigate the relationship between job burnout and the psychological health of physical education teachers, considering the mediating role of organization-based self-esteem.<br />Methods: This descriptive-correlational study was conducted on all physical education teachers in Yazd. A sample of 195 participants was selected through available sampling. Data were collected using the Maslach Burnout Inventory, Ryff's Psychological Well-Being Scales (PWB), and Pierce's Organization-Based Self-Esteem Scale. Structural equation modeling was employed for data analysis in AMOS software.<br />Results: The model demonstrated good fit with the data (CFI=0.94, RMSEA=0.06). Job burnout showed a significant direct negative effect on psychological well-being (β=-0.44, P<0.01). Organization-based self-esteem demonstrated a significant positive effect on psychological well-being (β=0.36, P<0.01). The indirect effect of job burnout on psychological well-being through organization-based self-esteem was also significant (β=-0.16, (P< 0.05), confirming the mediating role. The model explained 61% of the variance in psychological well-being scores.<br />Conclusion: The findings indicate that organization-based self-esteem serves as a partial mediator in the relationship between job burnout and psychological well-being among physical education teachers. This suggests that interventions targeting both the reduction of job burnout and the enhancement of organization-based self-esteem may be particularly effective in promoting psychological well-being in this population. School administrators should consider implementing organizational support programs and positive feedback mechanisms to strengthen teachers' sense of value within the educational system.Objective: Job burnout and psychological health are significant concerns in the teaching profession. This study aimed to investigate the relationship between job burnout and the psychological health of physical education teachers, considering the mediating role of organization-based self-esteem.<br />Methods: This descriptive-correlational study was conducted on all physical education teachers in Yazd. A sample of 195 participants was selected through available sampling. Data were collected using the Maslach Burnout Inventory, Ryff's Psychological Well-Being Scales (PWB), and Pierce's Organization-Based Self-Esteem Scale. Structural equation modeling was employed for data analysis in AMOS software.<br />Results: The model demonstrated good fit with the data (CFI=0.94, RMSEA=0.06). Job burnout showed a significant direct negative effect on psychological well-being (β=-0.44, P<0.01). Organization-based self-esteem demonstrated a significant positive effect on psychological well-being (β=0.36, P<0.01). The indirect effect of job burnout on psychological well-being through organization-based self-esteem was also significant (β=-0.16, (P< 0.05), confirming the mediating role. The model explained 61% of the variance in psychological well-being scores.<br />Conclusion: The findings indicate that organization-based self-esteem serves as a partial mediator in the relationship between job burnout and psychological well-being among physical education teachers. This suggests that interventions targeting both the reduction of job burnout and the enhancement of organization-based self-esteem may be particularly effective in promoting psychological well-being in this population. School administrators should consider implementing organizational support programs and positive feedback mechanisms to strengthen teachers' sense of value within the educational system.https://frs.qom.ac.ir/article_4052_8f7fda4195fc267d4e1381337505e455.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233106210323Mindfulness as a Mediator Between Neurotic Perfectionism, Fear of Negative Evaluation, and Competitive State Anxiety in Anxious Adolescent AthletesMindfulness as a Mediator Between Neurotic Perfectionism, Fear of Negative Evaluation, and Competitive State Anxiety in Anxious Adolescent Athletes7189405310.22091/frs.2025.14096.1117FAYasserRezapour MirsalehDepartment of Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran.0000-0002-7308-6912FahimehEmamiDepartment of Educational Sciences, Faculty of Humanities and Social Sciences, Ardakan. C., Islamic Azad University, Ardakan, Iran.0000-0002-9406-2928Journal Article19700101Objective: The present study aimed to examine the mediating role of mindfulness in the relationship between neurotic perfectionism, fear of negative evaluation, and competitive state anxiety in anxious adolescent athletes. <br />Methods: This research employed a descriptive–correlational design using path analysis. The statistical population consisted of adolescent athletes aged 15 to 18 in Meybod, Iran, from which 305 participants were voluntarily selected based on inclusion and exclusion criteria. The research instruments included the Competitive State Anxiety Inventory-2, the Neurotic Perfectionism Questionnaire, the Fear of Negative Evaluation Scale, and the Mindfulness Questionnaire.<br />Results: The results indicated that neurotic perfectionism did not show a significant direct relationship with competitive state anxiety; however, it indirectly predicted higher competitive state anxiety through mindfulness. Fear of negative evaluation directly and indirectly through mindfulness predicted competitive state anxiety. Furthermore, mindfulness was found to be negatively and significantly associated with competitive state anxiety.<br />Conclusion: These findings highlight the protective role of mindfulness against the adverse effects of neurotic perfectionism and fear of negative evaluation, suggesting its potential as a moderating mechanism for anxiety in adolescent athletes. From an applied perspective, mindfulness-based training programs could be implemented as effective strategies to reduce competitive state anxiety and improve athletic performance.Objective: The present study aimed to examine the mediating role of mindfulness in the relationship between neurotic perfectionism, fear of negative evaluation, and competitive state anxiety in anxious adolescent athletes. <br />Methods: This research employed a descriptive–correlational design using path analysis. The statistical population consisted of adolescent athletes aged 15 to 18 in Meybod, Iran, from which 305 participants were voluntarily selected based on inclusion and exclusion criteria. The research instruments included the Competitive State Anxiety Inventory-2, the Neurotic Perfectionism Questionnaire, the Fear of Negative Evaluation Scale, and the Mindfulness Questionnaire.<br />Results: The results indicated that neurotic perfectionism did not show a significant direct relationship with competitive state anxiety; however, it indirectly predicted higher competitive state anxiety through mindfulness. Fear of negative evaluation directly and indirectly through mindfulness predicted competitive state anxiety. Furthermore, mindfulness was found to be negatively and significantly associated with competitive state anxiety.<br />Conclusion: These findings highlight the protective role of mindfulness against the adverse effects of neurotic perfectionism and fear of negative evaluation, suggesting its potential as a moderating mechanism for anxiety in adolescent athletes. From an applied perspective, mindfulness-based training programs could be implemented as effective strategies to reduce competitive state anxiety and improve athletic performance.https://frs.qom.ac.ir/article_4053_41ffa2459ab3aec5ea439768753bc5d8.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321The Relationship Between Competitive Anxiety, Trait Anxiety, and Injury Rates Among Iranian Premier League Futsal PlayersThe Relationship Between Competitive Anxiety, Trait Anxiety, and Injury Rates Among Iranian Premier League Futsal Players9097405410.22091/frs.2026.13293.1072FAHasanAlikhaniDepartment of Physical Education and Sports Sciences,,La.c., Islamic Azad University, Lahijan, Iran0000-0003-1811-9926Journal Article20250705Objective: The present study aimed to examine the relationship between components of competitive anxiety and trait anxiety with the injury rates of futsal players currently competing in the Iranian National Futsal Premier League.<br />Methods: A convenience sampling method was employed, selecting 40 elite futsal players who were accessible and willing to participate (Mean age: 23.6 ± 3.46 years; Mean experience: 3 ±1.58 years). Data were collected using an injury checklist, the Competitive State Anxiety Inventory-2 (CSAI-2), and Spielberg’s Trait Anxiety Questionnaire. Data analysis was performed using the Kolmogorov-Smirnov (K-S) test, Pearson correlation coefficient, and the Chi-square test.<br />Results: The results indicated a significant positive correlation between somatic anxiety and injury rate (P = 0.001). Furthermore, among the characteristics of anxiety, only cognitive anxiety demonstrated a significant positive correlation with the rate of injury (P = 0.047). Although a negative relationship was observed between self-confidence and injury rates, this correlation was not statistically significant. Regarding injury distribution, 87.03% of injuries occurred in the lower limbs, primarily affecting the knees (29.26%) and thighs (24.39%).<br />Conclusion: The findings suggest that psychological factors are increasingly critical in sports medicine; specifically, identifying these psychological risk factors may help in preventing physical injuries.1 In this context, coaches and medical staff can identify vulnerable athletes by recognizing psychological risk factors, thereby preventing injuries and reducing athletes' time away from competitionObjective: The present study aimed to examine the relationship between components of competitive anxiety and trait anxiety with the injury rates of futsal players currently competing in the Iranian National Futsal Premier League.<br />Methods: A convenience sampling method was employed, selecting 40 elite futsal players who were accessible and willing to participate (Mean age: 23.6 ± 3.46 years; Mean experience: 3 ±1.58 years). Data were collected using an injury checklist, the Competitive State Anxiety Inventory-2 (CSAI-2), and Spielberg’s Trait Anxiety Questionnaire. Data analysis was performed using the Kolmogorov-Smirnov (K-S) test, Pearson correlation coefficient, and the Chi-square test.<br />Results: The results indicated a significant positive correlation between somatic anxiety and injury rate (P = 0.001). Furthermore, among the characteristics of anxiety, only cognitive anxiety demonstrated a significant positive correlation with the rate of injury (P = 0.047). Although a negative relationship was observed between self-confidence and injury rates, this correlation was not statistically significant. Regarding injury distribution, 87.03% of injuries occurred in the lower limbs, primarily affecting the knees (29.26%) and thighs (24.39%).<br />Conclusion: The findings suggest that psychological factors are increasingly critical in sports medicine; specifically, identifying these psychological risk factors may help in preventing physical injuries.1 In this context, coaches and medical staff can identify vulnerable athletes by recognizing psychological risk factors, thereby preventing injuries and reducing athletes' time away from competitionhttps://frs.qom.ac.ir/article_4054_1b52e75a35b56119ffca5f28f0291669.pdfدانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321The Effect of Self- Forgiveness Training on Sports Burnout Among Adolescent Female Soccer PlayersThe Effect of Self- Forgiveness Training on Sports Burnout Among Adolescent Female Soccer Players98107405510.22091/frs.2026.14099.1120FAJalilMoradiDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran0000-0002-1001-6685NahidAllahdadianDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran0009-0003-8815-5049AlirezaBahramiDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Arak University, Arak, Iran0000-0001-9360-9373FereshtehIzadkhahDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran0000-0002-3267-9551Journal Article20251006Objective: Forgiveness is one of the concepts recently introduced in positive psychology, aimed at enhancing individual talents when facing challenges. Athletes use forgiveness as a way to reduce negative factors and emotions. The aim of this research was to investigate the effect of self-forgiveness training on the sports burnout of female soccer players.<br />Methods: The study employed a quasi-experimental design. Soccer players (N = 28) were purposively and voluntarily selected, and then randomly divided into either an experimental or control condition. Pre-tests showed that the two groups had similar scores on the Heartland Forgiveness Questionnaire (2005) and Raedeke and Smith's Athlete Burnout Questionnaire (2001). Self-forgiveness training was provided only to the experimental group in three sessions per week, each lasting half an hour, for two weeks. Post-test questionnaires were completed by both groups. The data were analyzed using Analysis of Covariance (ANCOVA) in SPSS software version 27 at a significance level of 0.05.<br />Results: The findings revealed differential intervention effects across burnout dimensions. While no significant effects were found for physical-emotional exhaustion or reduced sense of accomplishment, a large and significant intervention effect was observed for sport devaluation, with the forgiveness training successfully lowering negative attitudes toward sports participation (p=0.008).<br />Conclusion: Self-forgiveness training affected players’ sports burnout. The implications are that coaches pay special attention to self-forgiveness training in order to improve the player's mental health.Objective: Forgiveness is one of the concepts recently introduced in positive psychology, aimed at enhancing individual talents when facing challenges. Athletes use forgiveness as a way to reduce negative factors and emotions. The aim of this research was to investigate the effect of self-forgiveness training on the sports burnout of female soccer players.<br />Methods: The study employed a quasi-experimental design. Soccer players (N = 28) were purposively and voluntarily selected, and then randomly divided into either an experimental or control condition. Pre-tests showed that the two groups had similar scores on the Heartland Forgiveness Questionnaire (HFS) and Raedeke and Smith's Attrition Analysis Questionnaire. Self-forgiveness training was provided only to the experimental group in three sessions per week, each lasting half an hour, for two weeks. Post-test questionnaires were completed by both groups. Data were analyzed using paired and independent t-tests in SPSS software version 27 at a significance level of 0.05.<br />Results: At post-test, players in the experimental condition scored higher than did those in the control condition on self-forgiveness, suggesting that the intervention had its desired effect (p=0.001). Also at post-test, players in the experimental condition scored higher on the subscale of Devaluation in sports Physical-emotional disability (Burnout) than did players in the control condition (p=0.008). However, on the subscale of feeling of reduced performance the players in each condition did not differ. <br />Conclusion: Self-forgiveness training affected players’ sports burnout. The implications are that coaches pay special attention to self-forgiveness training in order to improve the player's mental health.دانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321The Effect of Anxiety and Aggression on Youth Female Handball Players’ Performance the Case of Addis Ababa CityThe Effect of Anxiety and Aggression on Youth Female Handball Players’ Performance the Case of Addis Ababa City108114433310.22091/frs.2026.13568.1096FABirukMogesDepartment of Sport Science, College of Natural and Computational Science, Jinka University, Jinka, Ethiopia0009-0006-4465-3726ZemenuTeshomeDepartment of Sport Science, Sport Academy, Bahir Dar University, Bahir Dar, Ethiopia0009-0009-1996-0742Journal Article20250811This study investigated how anxiety and aggression influence game performance among U-17 female handball players in Addis Ababa City. Psychological readiness was hypothesized to significantly affect in-game effectiveness.<br />A correlational, quantitative design was employed. Eighty players were selected from four project centers. Anxiety and aggression were measured using the Sport Competition Anxiety Test (SCAT) and Buss-Perry Aggression Questionnaire (AQ). A custom observation checklist assessed game performance. Pearson's r and multiple regression analysis were run in SPSS 27.<br />A strong negative relationship was found between anxiety and game performance (r = -0.883, p < 0.001) and between aggression and game performance (r = -0.870, p < 0.001). Regression identified anxiety as the stronger predictor of reduced performance. Mean anxiety = 2.45 (SD = 0.70); aggression = 2.4 (SD = 0.69); performance = 3.72 (SD= 0.64).<br />Both anxiety and aggression significantly impair performance in youth female handball players, with anxiety exerting a stronger effect. Mental skills training and behavioral regulation strategies are recommended to mitigate these issues.This study investigated how anxiety and aggression influence game performance among U-17 female handball players in Addis Ababa City. Psychological readiness was hypothesized to significantly affect in-game effectiveness.<br />A correlational, quantitative design was employed. Eighty players were selected from four project centers. Anxiety and aggression were measured using the Sport Competition Anxiety Test (SCAT) and Buss-Perry Aggression Questionnaire (AQ). A custom observation checklist assessed game performance. Pearson's r and multiple regression analysis were run in SPSS 27.<br />A strong negative relationship was found between anxiety and game performance (r = -0.883, p < 0.001) and between aggression and game performance (r = -0.870, p < 0.001). Regression identified anxiety as the stronger predictor of reduced performance. Mean anxiety = 2.45 (SD = 0.70); aggression = 2.4 (SD = 0.69); performance = 3.72 (SD= 0.64).<br />Both anxiety and aggression significantly impair performance in youth female handball players, with anxiety exerting a stronger effect. Mental skills training and behavioral regulation strategies are recommended to mitigate these issues.دانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321THE EFFECTS OF COGNITIVE AND MOTOR INTERVENTIONS ON EXECUTIVE FUNCTION IN ELDERLY :SYSTEMATIC REVIEW AND META-ANALYSISThe Effects of Cognitive and Motor Interventions on Executive Function in The Elderly: Systematic Review and Meta-Analysis115127434610.22091/frs.2026.14022.1119FAShabnamSiahmansouriPhD Student in Motor Behavior, Faculty of International Campus of Kish, University of Tehran, Tehran Iran0009-0009-6504-6732MehdiShahbaziDepartment of Behavioral and Cognitive Sciences, Faculty of Sports Sciences and Health, University of Tehran, Tehran, Iran0000-0002-2148-4150ShahzadTahmasebi BoroujeniDepartment of Behavioral and Cognitive Sciences, Faculty of Sports Sciences and Health, University of Tehran, Tehran, Iran0000-0002-0875-3993YousefMoghadas TabriziAssociate Professor, Department of Sports Pathology and Biomechanics, Faculty of Sports and Health Sciences, University of Tehran, Tehran, Iran.0000-0002-4434-9082Journal Article20251006Objective: The aim of this study is to assess the positive impacts of cognitive, motor, and integrated cognitive-motor interventions on executive functions in adults aged 60 and above, with a focus on randomized controlled trials (RCTs) and current meta-analyses.<br />Methods: Randomized controlled trials and systematic reviews/meta-analyses of executive functioning in healthy older adults or those with MCI or dementia were selected using PRISMA guidelines. Comprehensive Meta-Analysis evaluated source data. To calculate random or fixed-effects effect sizes, Hedges' g was used. Global executive function trumped working memory, inhibitory control, and cognitive flexibility. My heterogeneity was measured. Testing pub bias with funnel plots and other methods. RoB 2, ROBINS-I, and AMSTAR 2 were used in RCTs and quality/risk-of-bias evaluations. Cognitive and motor therapies, especially integrated ones, improve older persons' executive skills. Dual-tasking programs work but require maintenance. High-quality RCTs with longer follow-up and standardized outcomes should guide future research.<br />Results: Combined cognitive-motor therapies had the greatest impact on executive functioning (P < 0.001). Tai Chi, a motor intervention, showed moderate gains (P < 0.01). Cognitive therapies showed reduced effects (P < 0.05). The study found significant heterogeneity (I² = 65-85%), largely explained by duration (>12 weeks) and intensity (moderate). Subgroup and sensitivity analyses were done as needed. In funnel plots, publication bias was absent. Quality assessments demonstrated [overall/variable] bias in the included studies.<br />Conclusion: Older adults' executive skills improve with cognitive and motor therapies, especially integrated ones. Dual-task programs perform best, but their durability needs further study.<strong>Objective</strong>: The aim of this study is to assess the positive impacts of cognitive, motor, and integrated cognitive-motor interventions on executive functions in adults aged 60 and above, with a focus on randomized controlled trials (RCTs) and current meta-analyses.<br /><strong>Methods</strong>: Randomized controlled trials and systematic reviews/meta-analyses of executive functioning in healthy older adults or those with MCI or dementia were selected using PRISMA guidelines. Comprehensive Meta-Analysis evaluated source data. To calculate random or fixed-effects effect sizes, Hedges' g was used. Global executive function trumped working memory, inhibitory control, and cognitive flexibility. Heterogeneity was measured. Testing pub bias with funnel plots and other methods. RoB 2, ROBINS-I, and AMSTAR 2 were used in RCTs and quality/risk-of-bias evaluations<br /><strong>Results</strong>: Combined cognitive-motor therapies had the greatest impact on executive functioning (P < 0.001). Tai Chi, a motor intervention, showed moderate gains (P < 0.01). Cognitive therapies showed reduced effects (P < 0.05). Significant heterogeneity was found (I² = 65-85%), largely explained by duration (>12 weeks) and moderate intensity. Subgroup and sensitivity analyses were done as needed. In funnel plots, publication bias was absent. Quality assessments demonstrated [overall/variable] bias in the included studies.<br /><strong>Conclusion</strong>: Older adults' executive skills improve with cognitive and motor therapies, especially integrated ones. Dual-task programs perform best, but their durability needs further study. High-quality RCTs with longer follow-up and standardized outcomes should guide future research.دانشگاه قممطالعات عملکردی در روانشناسی ورزشی3060-80233120260321Investigating the Role of Age, Skill Level, and Gender on the Psychological Skills of Iranian Combat Sport:
A Meta-Analytic StudyInvestigating the Role of Age, Skill Level, and Gender on the Psychological Skills of Iranian Combat Sport: A Meta-Analytic Study128143434710.22091/frs.2026.14044.1114FAMohammad RezaShahabi KasebDepartment of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Hakim Sezvari University, Sabzevar, Razavi Khorasan, Iran0000-0003-0097-5409SaraRezaeeMaster of Motor Control and Learning, Faculty of Sports Science. Sabzevar, Hakim Sabzevari University, Sabzevar, Iran0009-0006-4228-3864RasoolZeidabadiAssociate Professor of Motor Control and Learning, Department of motor behavior, Faculty of Physical Education and Sports Science, Hakim Sabzevari University, Sabzevar. Iran0000-0001-9132-2475ArezouMehranianPostdoctoral of Motor Control and Learning, Faculty of Sports Science, Hakim Sabzevari University, Sabzevar. Iran0000-0002-8938-4834Journal Article20251001Objective: Combat sports, due to their appeal, diversity, and cultural aspects, are considered among the most popular athletic disciplines. Success in these sports, in addition to physical abilities, requires specific psychological skills, including emotion regulation, concentration, self-confidence, and emotional intelligence. Despite numerous studies examining these skills, some contradictory results have been reported. Such inconsistencies may be attributed to individual differences in age, gender, and skill level of athletes. Therefore, the present study was conducted with the aim of synthesizing and examining the role of age, skill level, and gender in the psychological skills of Iranian combat sport athletes using the meta-analysis method. <br />Methods: In the present study, a total of 70 relevant studies were collected, among which 35 met the required criteria for inclusion in the analysis. The data were analyzed using CMA2 software, and the computations were performed based on Cohen’s d index.<br />Results: The results indicated that the studies were heterogeneous (I² = 98%), and the psychological skills of combat sport athletes were similar in some components based on age, skill level, and gender, while differing in others. Positive psychological components such as emotional intelligence, mental toughness, concentration and attention, and self-confidence had a significant impact on athletes’ success. Moreover, psychological skills such as refocusing, goal setting, and imagery, along with negative emotions including cognitive and somatic anxiety, played an important role in the athletic performance of combat sport athletes.<br />Conclusion: The findings emphasize that designing psychological training programs tailored to individual characteristics can contribute to enhancing the performance of combat sport athletes.Objective: Combat sports, due to their appeal, diversity, and cultural aspects, are considered among the most popular athletic disciplines. Success in these sports, in addition to physical abilities, requires specific psychological skills, including emotion regulation, concentration, self-confidence, and emotional intelligence. Despite numerous studies examining these skills, some contradictory results have been reported. Such inconsistencies may be attributed to individual differences in age, gender, and skill level of athletes. Therefore, the present study was conducted with the aim of synthesizing and examining the role of age, skill level, and gender in the psychological skills of Iranian combat sport athletes using the meta-analysis method. <br />Methods: In the present study, a total of 70 relevant studies were collected, among which 35 met the required criteria for inclusion in the analysis. The data were analyzed using CMA2 software, and the computations were performed based on Cohen’s d index.<br />Results: The results indicated that the studies were heterogeneous (I² = 98%), and the psychological skills of combat sport athletes were similar in some components based on age, skill level, and gender, while differing in others. Positive psychological components such as emotional intelligence, mental toughness, concentration and attention, and self-confidence had a significant impact on athletes’ success. Moreover, psychological skills such as refocusing, goal setting, and imagery, along with negative emotions including cognitive and somatic anxiety, played an important role in the athletic performance of combat sport athletes.<br />Conclusion: The findings emphasize that designing psychological training programs tailored to individual characteristics can contribute to enhancing the performance of combat sport athletes.