İlgi alanları

• MakaleYayıncıda açık erişim2026/r/bayburt/11542
  Mindfulness-Acceptance-Commitment Intervention Effects on Athletic Performance, Passion, and Psychological Well-being in Competitive Tennis Players: A Randomized Controlled Trial

  Abidi, Wafa; Fall, Estelle; Chalghaf, Nasr; Ceylan, Halil İbrahim; Muntean, Raul Ioan; Dergaa, Ismail; Candar, Reyhan; Özdemir, Kübra; Çingöz, Yunus Emre; Man, Cristina Maria

  While traditional psychological skills training focuses on cognitive control, mindfulness-based approaches emphasize acceptance and present-moment awareness. The Mindfulness-Acceptance-Commitment (MAC) protocol shows promise for enhancing athletic performance; however, limited research has examined its effects on passion and well-being in tennis players. Forty-four competitive male tennis players (M age = 18.1 ± 1.1 years) were randomly assigned to either a MAC intervention group (n = 22) or a passive control group (n = 22). The MAC protocol consisted of seven weekly 45-minute sessions focusing on mindfulness, acceptance, and values-driven behavior. Primary outcomes included tennis serve performance assessed by certified coaches using a standardized 16-serve protocol. Secondary outcomes included mindfulness skills (Mindful Attention Awareness Scale), subjective well-being (Positive and Negative Affect Schedule, Satisfaction with Life Scale), harmonious passion, and obsessive passion (Passion Scale). Intention-to-treat analyses with 44 participants revealed significant improvements in the MAC group compared to controls. Tennis serve performance improved significantly in the MAC group (pre: 13.18 ± 2.19 to post: 15.09 ± 2.45, t(21) = 7.54, p < .001, d = 0.87) but not in the control group (pre: 13.05 ± 2.33 to post: 12.86 ± 2.41, t(21) = 0.78, p = .442, d = 0.08), with a significant between-group difference at post-test (t(42) = 3.71, p = .001, d = 1.12). Mindfulness skills improved substantially in the MAC group (pre: 39.00 ± 4.18 to post: 52.73 ± 3.65, t(21) = 13.76, p < .001, d = 3.28) compared to controls (pre: 43.55 ± 4.75 to post: 44.32 ± 4.12, t(21) = 1.31, p = .203, d = 0.16), with a significant between-group difference (t(42) = 7.16, p < .001, d = 2.16). Harmonious passion increased significantly in the MAC group (pre: 17.27 ± 2.64 to post: 24.05 ± 4.16, t(21) = 6.15, p < .001, d = 2.57) while remaining stable in controls (pre: 17.86 ± 3.75 to post: 16.91 ± 3.61, t(21) = 1.65, p = .114, d = 0.25), with a significant between-group difference (t(42) = 6.40, p < .001, d = 1.93). Obsessive passion decreased in the MAC group (pre: 23.73 ± 3.66 to post: 16.27 ± 2.86, t(21) = 7.54, p < .001, d = 2.04) while remaining unchanged in controls (pre: 18.00 ± 3.85 to post: 18.41 ± 4.04, t(21) = 0.85, p = .406, d = 0.11), with a significant between-group difference (t(42) =-2.02, p = .050, d =-0.61). Subjective well-being improved markedly in the MAC group (pre: 9.00 ± 7.37 to post: 27.09 ± 7.47, t(21) = 8.37, p < .001, d = 2.45) compared to controls (pre: 4.54 ± 5.85 to post: 8.72 ± 6.08, t(21) = 0.65, p = .526, d = 0.71), with a significant between-group difference (t(42) = 6.85, p < .001, d = 2.07). MAC training represents an effective intervention for enhancing tennis performance, psychological well-being, and adaptive passion while reducing maladaptive passion. These findings support the clinical utility of mindfulness-based approaches in tennis psychology and warrant further investigation on a larger scale.

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• MakaleYayıncıda açık erişim2024Scopus SJRQ1/r/bayburt/10753
  The effect of high-intensity plyometric training on anaerobic performance parameters: a pilot study in U17 elite A league

  Söyler, Mehmet; Zileli, Raif; Çingöz, Yunus Emre; Kilinçarslan, Gokmen; Kayantas, Idris; Altug, Tolga; Asan, Selim; Sahin, Musa; Gürkan, Alper Cenk

  The aim of this study was to examine the effects of high-intensity plyometric training (HIPT) on some parameters in elite soccer players in the U17. Volunteer soccer players were randomly divided into two groups according to their positions: the regular training (RT) group (age: 16.71 +/- 0.47 years; stature: 163.46 +/- 3.31 cm; body weight: 61.04 +/- 1.59 kg) and the HIPT group (age: 16.64 +/- 0.50 years; stature: 165.60 +/- 3.03 cm; body weight: 59.76 +/- 1.92 kg), and each group included five defenders, five midfielders, and four attackers. While the RT group did only routine soccer training, the HIPT group performed high-intensity plyometric training three days a week in addition to routine soccer training. In the study, body weight, stature, sprint (10 m, 30 m, and 40 m), jump (standing long jump, right and left-limb triple hop) and 5-0-5 change of direction speed test measurements of the soccer players were taken. Skewness and Kurtosis values obtained from the pre-test and post-test measurements were calculated to test whether the normality assumption of the study was met. A mixed measure two-way ANOVA test was used to determine the difference between the pre-test and post-test. The significance was set asp < 0.05. The results indicated that 8-week high-intensity plyometric training provided more improvement in measured performance parameters than routine soccer training. As a result, when the data obtained is examined, it can be said that HIPT had better values in sprint, jump, and change of direction parameters, so plyometric training was more beneficial for anaerobic parameters than routine soccer training in children. It is recommended that the trainers make their plans considering these results.

  AtıfScopus11·WoS11

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• MakaleYayıncıda açık erişim2024/r/bayburt/13051
  The impact of inactivity during the COVID-19 pandemic on the physical performance of high school athletes

  Asan, Selim; Ulupınar, Süleyman; Özbay, Serhat; Namlı, Sevinç; Gençoğlu, Cebrail; Canyurt, Ferhat; Çingöz, Yunus Emre; Özkara, Abdullah Bora

  Background/Objective: This study was conducted during the 2019–2020 academic year to evaluate the impact of participation in school sports on students’ Body Mass Index (BMI) and Assessing Levels of Physical Activity (ALPHA) test scores. Interrupted by the COVID-19 pandemic, which led to a suspension of in-person education, the study resumed in September 2021, refocusing on the effects of pandemic-induced inactivity on the physical fitness levels of the same cohort. Methods: The study included twenty-nine male high school students (age: 17,24 ± 0,73 years), divided into thirteen athletes (participating in sports such as football, basketball, and track) and sixteen non-athletic counterparts. They underwent reassessment using the ALPHA test battery, evaluating cardiorespiratory, musculoskeletal, and motor skills fitness. Data were analyzed using independent and paired samples t-tests and a two-way repeated measures ANOVA to assess changes over time and between groups. Discriminant function analysis evaluated the ALPHA test’s ability to classify students based on their athletic status pre- and post-pandemic. Results: Initially, athlete students exhibited significantly better BMI, 20 m shuttle run, and 4 × 10 m speed run scores compared to their non-athlete peers. After the pandemic, only the 20 m shuttle run scores remained significantly higher for athletes, with diminished distinctions in other fitness areas. The classification accuracy of the ALPHA test battery decreased from 89.7 to 75.9% post-pandemic. Conclusion: The enforced sedentary lifestyle due to the COVID-19 pandemic adversely affected all students, particularly diminishing health-related fitness parameters such as body composition, cardiorespiratory and musculoskeletal strength, and motor skills. Students previously engaged in regular physical activity, notably school athletes, experienced significant fitness declines. This highlights the urgent need for targeted interventions to encourage active lifestyles among youth in the post-pandemic phase, aiming to avert long-term adverse health outcomes.

  AtıfScopus8·WoS5

  İncele
• MakaleYalnız künye2023/r/bayburt/11706
  AN EXAMINATION OF EMOTIONAL AND CREATIVE LEVELS AMONG TERTIARY STUDENTS IN TEAM AND INDIVIDUAL SPORTS

  Çingöz, Yunus Emre; Mavibaş, Muhammet

  The primary objective of this research was to investigate the effect of emotional states on creativity levels tertiary students in team and individual sports. The study further aimed to discern the various emotional states and creativity levels prevalent among athletes, contingent on different variables. The participants comprised 302 athletes, 162 males and 140 females, who were all registered students in the Faculty of Sports Sciences at Bayburt University. In order to gather demographic data, the researchers constructed a “Personal Information Form”. The “Sports Emotion Scale”, developed by Urfa and Aşçı (2019), was utilized to assess the emotional states of the athletes within their respective sports. To evaluate their creativity levels in sports, the “Creativity Scale for Athletes”, constructed by Güngör et al. (2020), was utilized. Data analysis incorporated frequency analysis for determining the participants' demographic attributes, and descriptive tests for establishing the mean scores of both emotional states and creativity levels in sports. The independent t-tests were used to compare emotional and creativity levels based on gender and sport type. One-way ANOVA tests were used to compare emotional and creativity levels based on educational level and years of sports experience. Post-hoc comparisons were facilitated using Tukey tests to identify specific group differences. Lastly, multiple linear regression analysis was applied to scrutinize the impact of emotional states on creativity levels in sports. The research findings indicate that athletes participating in team sports demonstrated higher levels of enthusiasm and happiness, as determined by the sub-dimensions of the Sports Emotion Scale, when compared to athletes participating in individual sports. In addition, it was noted that an increase in feelings of unhappiness among athletes corresponded to a decrease in their levels of sports creativity. Conversely, a surge in enthusiasm was associated with heightened creativity levels within sports.

  İncele
• MakaleYayıncıda açık erişim2023/r/bayburt/11222
  The Effect of Different Physical Education Class Hours Applied in Secondary Education on Certain Physiological and Physical Parameters

  Sever, Mehmet Onur; Söyler, Mehmet; Çingöz, Yunus Emre; Barkin, Emrah

  This study investigates the effects of different physical education lesson hours applied to secondary school students on some physical and physiological parameters. A total of 36 secondary school students voluntarily participated in the study: respectively, 18 from Group 1 and 18 from Group 2 (age: 14.94±0.41 / 14±0.34 years; height: 175.22±7.62 / 169.33±6.95 cm; weight: 61.95±9.07 / 56.83±6.33 kg). While Group 1 students received 8 hours of physical education lessons per week, Group 2 students were given 2 hours of physical education lessons according to the Ministry of National Education curriculum. Body weight (kg) and body fat percentage (%) were determined using the Inbody 270 professional body analysis device. A portable dynamic balance device was used to determine the students' balance. The test results were analyzed using the SPSS Statistics software. Non-parametric tests were employed since the data did not show a normal distribution. The Mann-Whitney U test was used to test the significance of the difference in balance and body fat percentage (BFP) level averages between the two independent groups. Upon evaluating our data, it was statistically ascertained that the dynamic balance (Balance) values of Group 1 secondary school students were significantly higher when compared to Group 2 students. However, no statistically significant difference was found in body fat percentage (BFP) values between Group 1 and Group 2. As a result, it is seen that increasing physical education lesson hours in secondary education contributes to some physical development of young individuals.

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