Volume 7, Issue 5 (Shenakht Journal of Psychology and Psychiatry 2020)
Shenakht Journal of Psychology and Psychiatry 2020, 7(5): 65-79 |
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Amouzadeh F, Honarmand P, Hoseini S S, Gharayagh Zandi H, Rahimzadeh M. Impact of chess training in students with Attention Deficit Hyperactivity Disorder. Shenakht Journal of Psychology and Psychiatry 2020; 7 (5) :65-79
URL: http://shenakht.muk.ac.ir/article-1-853-en.html
URL: http://shenakht.muk.ac.ir/article-1-853-en.html
Fereshteh Amouzadeh * 
1, Peyman Honarmand2 , Seyede Samira Hoseini2 , Hasan Gharayagh Zandi3 , Mehdi Rahimzadeh2
1, Peyman Honarmand2 , Seyede Samira Hoseini2 , Hasan Gharayagh Zandi3 , Mehdi Rahimzadeh2
1- PHD Student, Department of Motor Behavior and Sport Psychology, Tehran University, Tehran, Iran , zamouzadeh@yahoo.com
2- PHD Student, Department of Motor Behavior and Sport Psychology, Tehran University, Tehran, Iran
3- Assistant professor, Department of Motor Behavior and Sport Psychology, Tehran University, Tehran, Iran
2- PHD Student, Department of Motor Behavior and Sport Psychology, Tehran University, Tehran, Iran
3- Assistant professor, Department of Motor Behavior and Sport Psychology, Tehran University, Tehran, Iran
Abstract: (2488 Views)
Introduction: One of the most common childhood disorders considered by psychologists and psychiatrists is Attention Deficit/Hyperactivity Disorder, which leads to attention deficit, hyperactivity and impulsivity in affected people.
Aim: The purpose of this study was to investigate the impact of Chess training in students with ADHD.
Method: The statistical community of the present quasi-experimental study was 76 students with ADHD in Khorramabad city in the academic year of 2019-2020. 32 students were selected by convenience sampling and randomly divided into two groups of 16 controls and experiments based on age, sex and pre-test results. And the experimental group received chess training for 11 consecutive weeks and a weekly session of 60 to 90 minutes. Subjects were evaluated three times (pre-test, post-test, two-week follow-up) with Connors and Swanson questionnaires and data were analyzed by ANOVA and Bonferroni test and Spss 21 software.
Results: The results of the study showed a direct and high correlation between the results obtained from both Swanson and Connors measuring instruments and the positive effect of chess training on students with ADHD. (P=0.001, F=20.17).
Conclusions: Due to the positive effect of Chess training on the symptoms of ADHD, it is suggested that Chess training be used to reduce the symptoms of ADHD.
Aim: The purpose of this study was to investigate the impact of Chess training in students with ADHD.
Method: The statistical community of the present quasi-experimental study was 76 students with ADHD in Khorramabad city in the academic year of 2019-2020. 32 students were selected by convenience sampling and randomly divided into two groups of 16 controls and experiments based on age, sex and pre-test results. And the experimental group received chess training for 11 consecutive weeks and a weekly session of 60 to 90 minutes. Subjects were evaluated three times (pre-test, post-test, two-week follow-up) with Connors and Swanson questionnaires and data were analyzed by ANOVA and Bonferroni test and Spss 21 software.
Results: The results of the study showed a direct and high correlation between the results obtained from both Swanson and Connors measuring instruments and the positive effect of chess training on students with ADHD. (P=0.001, F=20.17).
Conclusions: Due to the positive effect of Chess training on the symptoms of ADHD, it is suggested that Chess training be used to reduce the symptoms of ADHD.
Type of Study: Research |
Subject:
Special
Received: 2020/07/30 | Accepted: 2020/10/18 | Published: 2020/12/12
Received: 2020/07/30 | Accepted: 2020/10/18 | Published: 2020/12/12
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