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Heuristic knowledge-based program to ease the psychological pressure and its impact on the scoring accuracy with young players in football | ||
| Al.Qadisiya journal for the Sciences of Physical Education | ||
| Article 1, Volume 15, Issue 2, 2015, Pages 87-94 PDF (0 K) | ||
| Authors | ||
| Dr. Abdullah Huwail; Dr. Habib Shaker Jabir; Dr. Uris Naima Hassan | ||
| Abstract | ||
| The psychological pressure of cases that passes where the player is affected in varying levels depending on the degree and reflected these influences on the level of his performance in competitions or games according to their importance and including that the team depends on the efforts of individual and collective players in achieving the feat so rests with the player this responsibility, in addition to this tensile and psychological pressure matches and increased competition increases from psychological factors (arousal emotional, anxiety, tension) so lies the importance of research in the use of the program indicative manner therapy realistic for identify its effects in relieving stress and accuracy of scoring with the football players, and the researchers used the experimental method for two Almtkavitin for suitability in the application of its procedures, either the research sample was Club players agree sports for young people (Diwaniya) (24) players, were divided randomly into two groups, experimental and control the rate of (12) players for each group, were used tools and Alajhzhaldharoria in the research and implementation steps, which included the preparation of indicative Programme and Altejrebhalasttalaih Home and field experience, concluded researchers note a need for football players to psychological counseling and guidance programs to help them control their psychological pressures, mitigation and researchers recommend. Take advantage of the program is indicative and activating the role of psychological counseling in all its aspects sports clubs preventive and therapeutic studies similar to players in other sporting events . | ||
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