@2024 Afarand., IRAN

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ISSN: 2383-3483    Journal of Police Medicine 2019;8(2):53-58

Background
Stature control is an integral part of most daily activities and sports movements and is a decisive indicator in assessing the performance of athletes [1, 2].
Previous Studies
... [3-9]. One of the ways to increase performance is to use mental exercises that are used as a complement to physical exercises in order to achieve this principle. Since mental exercises do not require any special equipment, and the individual is able to repeat these exercises alone after training alone, performing mental exercises is the best way to reduce the cost of rehabilitation, rehabilitation and readiness of athletes [10]. On the one hand, research by researchers suggests that mental training, similar to physical exercise, improves the motor skills of individuals [11,12], and on the other hand, it has been shown that the same nervous mechanisms that participate in learning with physical activity, are also active during mental training [13]. Many studies have been done on the effect of mental training on improving motor skills since the 1930, whose results are consistent, indicating the effects of mental training on performance improvement [12]. Research on Kayak, tennis and volleyball and strength athletes is one of the studies conducted in this field [14-18]. One of the researches in this field is the research of Fayradar and Saydai, entitled "Effects of mental training on reducing lumbar lordosis and low back pain". The results confirm the significant effects of performing a period of mental training on lumbar anomalous repair and lower back pain in subjects [19]. ... [20-23].
Aim(s)
The purpose of this study was to investigate the effect of balanced mental training on the control of posture in the male studens of Amin Police University.
Research type
This research is experimental.
Research society, place and time
This research was conducted in Amin Police University in 2016 among non-athlete male students who had no symptoms of lower limb injury, atrial fibrillation and injuries that resulted in their inability to perform research tests.
Sampling method and number
From the research community, 30 students were randomly selected and divided into 2 groups of experimental and control each with 15 students.
Used devices&materials
To assess the dynamic control of the subjects' stature, after 5-10 minutes of stretching the lower and limbs and smooth running, the Star Excursion Balance Test was used in 8 directions (anterior, lateral anterior, internal anterior, lateral, internal, posterior, lateral posterior, and internal posterior) was used [24]. The validity and reliability of this test has been confirmed by Gary for the estimation of dynamic stature control [25]. In order to perform reaching actin, the subject's superior leg was placed at the center of the drawn star which had 8 directions at 45 degrees, and the subject performed the reaching action with non-superior leg (for determining the superior leg of the subjects, the falling reflex was used). Also, to reduce the learning effect, after describing how the test was conducted for the subjects, 6 reaching action was performed randomly by each subject; then each subject performed 3 attempts in each direction (the directions were randomly determined by the researcher), whose mean recorded as a record and was normalized baded on the length of their leg [24]. The dynamic control of the stature of subjects was evaluated before and after the training period. During the training period (10 days and each day one session), the subjects of the training group performed the balanced mental training [26], and the subjects of the control group continued their normal daily activities, according to the previous routine. The program of the mental training group was such that all subjects in the training group arrived at 8 to 12 in the morning for mental training in a quiet and appropriate room designed for this purpose. The subject laid on the comfortable bed and closed his eyes. The duration of the exercise in each session was 12 minutes. The first 5 minutes was allocated for relaxation exercises to enhance relaxation, comfort and concentration of the subject to perform the mental exercises. Then, by asking the individual about whether he was ready to begin training and concentration, mental training lasted in the same state and closed eyes in 2 3-minute periods with a minute rest. Balanced mental practice of the experimental group subjects was that the subject imagined a balance sheet without any mental background and then he embodied that he placed the non-superior leg on it and, after a little touching the plate with his leg, he had been on that with the closed eyes and fastened hands, trying to maintain control of the postures. At the end of the 3 minutes, the alarm timer sounded the person to the end of the exercise. Prior to the beginning of the training period, this practice was demonstrated by the examiner to all subjects in the experimental group. After completion of the training period, the SEBT posttest was performed in the same environment on the experimental and control groups. To determine the mean and standard deviation of age, height, and weight of subjects and their access interval in eight directions for SEBT, descriptive statistics were used, and independent t-test was used to compare age, height, weight between two groups. Covariance analysis was used to measure the distance of reaching points of subjects in the two groups after applying the exercise program.
Findings by Text
The mean age, weight, and height of the subjects were 20.64±1.58 years, 68.28±2.74 kilograms, and 176.13±5.41 centimeter, respectively (Table 1).There was a significant difference in the distance of learners` reaching point between the two groups in the posterior directions (Sig. = 0.001, F2 = 252.352), lateral posterior (Sig. = 0.001; F=211.62), internal posterior (Sig=0.0001; F=195.52), Internal (Sig=0.0001; F=41.358) and internal anterior (Sig. =0.001; F=72.781). However, no significant difference was observed at the distance of reaching the subjects in the two groups in the anterior (Sig.=0.152; F=78.647), lateral anterior (Sig.=0.095; F=158.28) and lateral (Sig.=0.218; F=142.631) directions (Fig. 1).
Main comparison to the similar studies
The results showed that the balanced mental training significantly improved the distance of reaching point in 5 directions of the SEBT (internal anterior, internal posterior, internal, lateral posterior, and posterior), and thus significantly improved the dynamic control of posture in non-athlete male students that these results are in accordance with the findings of to the Firadar and Saydai [19], Caming and Hall [14], Harwood et al. [20] and Gilot et al. [21], who consistently reported the positive effects of mental training on increasing performance of athletes. ... [27-29]. Some scholars believe that mental training plays only in the planning and designing of motion and does not play a role in the performance phase and believe that during mental training, no activity takes place in the muscles and the increase in the strength and function after the period of mental training is the result of mental training on central motor planning [30]. Some other researchers have argued that mental training not only plays a role in the planning and design of movement, but also plays an important role in the implementation phase as well and is similar to physical exercise [31]. There are also different theories about how mental exercises affect motor learning and the development of motor skills. Meanwhile, psycho-neuro-muscular theory and symbolic learning theory can be used to justify the development of motor skills and postural control in the present study subjects. According to the psycho-neuromuscular theory, the mental exercise of the movement causes the activity potential and partial contraction of the muscles, and the motor feedbacks resulting from this partial muscle activity are transmitted to the brain centers and affect the activity of these areas, strengthens and improves coordination, and affect the motor learning as a result. This theory is consistent with Jacobson's theory that mental activity is essentially a weakened physical activity [30-32].
Suggestions
Non-declared
Limitations
Non-declared
Conclusions
Mental practice is a practical and effective way to improve the dynamic control of students` posture in Amin Police University.
Acknowledgments
Thanks to all students of Amin Police University and staff members of the Physical Education Dept. of Amin Police University who helped us with this study.
Conflict of interest
Non-declared
Ethical Permissions
Non-declared
Funding Sources
Costs are provided by the authors.

TABLES and CHARTS

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