جستجوی مقالات مرتبط با کلیدواژه « Dart Throwing » در نشریات گروه « تربیت بدنی »

It has been shown in various researches that the focus of attention and quiet eye duration (QED) are effective variables on the performance of targeting tasks. However, the impact of these variables on motor skills in children needs more research; Therefore, the purpose of this study was to investigate the effect of different attentional focus instruction on QED and accuracy of children's darts throwing. Participants such as twelve right handed children (age: M=8.83, SD=0.79) without dart throwing experience participated in the study; while their eyes movements were recorded by an eye tracker system, participants performed 18 dart throws (6 blocks of 3 trials) under three different attentional conditions: 1) an external focus, 2) an internal focus, and 3) control conditions. The result showed that effect of focus of attention was significant neither for accuracy nor for QED. Therefore, in order to be aware of the optimal focus of children, more research is needed in various motor tasks.

The aim of the present study was to investigate the effect of educational and motivational self-talk on dart throwing performance with different difficulties. A total of 60 beginners and right-handers with an age range of 22 to 28 years were randomly selected and randomly divided into three groups of educational self-talk, motivation and control. The study groups performed 5 groups of 12 attempts according to their instructions. All throws were performed at low difficulty level at a distance of 1.80 m, at medium difficulty level at a distance of 2.37 m and at high difficulty level at a distance of 2.87 m from the dartboard. The performance measurement index was evaluated based on the amount of radial error (distance of the dart from the center). The statistical method of two factor analysis of variance analysis was used with repeated measurements in the difficulty level factor for testing hypotheses. The results showed that educational and motivational self-talk led to significant improvement in the dart throw performance. Also, the effect of difficulty was significant, and finally, the interactive effect of self-talk and difficulty on the performance of the dart throwing was significant. In simple tasks, due to the nature of the skill, educational self-talk based on related cues seems to improve the skill well, but at a moderate difficulty level, the role of motivational self-talk seems to become more prominent because the situation requires more effort for success, and this is consistent with the relationship between task difficulty and performance.

The purpose of this study was to investigate the effect of combining random or block schedules with a errorless learning model (errorless or errorfull practice) on learning and automaticity of dart throwing skill in both high and low working memory conditions. One hundred participants with no experience in dart throwing were selected and divided into two classes of high and low working memory using the N back working memory test. Subjects of each class were randomly divided into five groups: block-errorless, block-errorfull, random-errorless, random-errorfull and random. After the pre-test and the acquisition phase (three sessions of 70 trials), experimental groups participated in the retention test (with and without cognitive secondary task). The results showed that in both high and low working memory conditions, the random-errorless group performed the best performance and the random-errorfull group performed the worst, although the performance of the block groups were better in the low working memory condition. This result indicates that in high working memory conditions, cognitive processing in block-errorless in not sufficient to generate cognitive effort and therefore is not sufficient to make appropriate challenge to practice. The results also showed that the three groups including random-errorless, random-errorfull and random, performed better in high working memory condition than low working memory condition at the same time with secondary cognitive task. The results of this study show that working memory will play a very important role in learning motor skills and especially in achieving high levels of task automation.

Augmented feedback is information that guidance performance to direction correct response and has critical role in motor skill learning. The purpose of this study was to examine the effect of knowledge of results, after good and poor trials on learning and error estimation capability in children.32 elementary students (Mean age 10/4, SD ± 0/9) that all novice and no experience in dart skill participated in this research and randomly divided in two groups (good and poor feedback groups). Participants’ in acquisition phase exercise dart skill at 10 blacks (6-trial) and received knowledge of resulting feedback on 3 attempts in each block, also in all their trials on the acquisition and retention had error estimation. Multiplex Analysis of variance test (2*2) with repeated measures, independent t test and Multiple Analysis of variance test used to data analysis (α=0.05). There were significant difference between two groups in performance and error estimation in practice phase (p=0/001). Also, the good feedback group showed learning and error detection capability advantages on a delayed retention test (p=0/001). These results demonstrated that learning and error detection capability are facilitated if feedback is presented after good rather than poor trials.

anthropometric characteristics and superiority of eye-hand are the most important factors in the implementation of motor skills; the goal of this research was to investigate the role of anthropometric characteristics and superiority of eye-hand precision learning of throwing darts.
The study method used is Quasi-experimental. So among the students of physical education Of Hakim Sabzevar University, 30 right-handed male students aged 25-19 years were selected. Subjects were divided based on perforated cards and Chapman questionnaire to align the two groups (17 subjects) and contralateral (13 subjects) eye-hand. The anthropometric characteristics including height, standing, sitting height, arm length, arm length, length of forearm and hand were measured in both groups. The subjects of basic education in four days, 540 trials did the throwing darts. At the end of the fourth session acquisition test was taken after five days in the retention test short-term and long-term retention test was conducted after 20 days. To analyze the data, the Spearman correlation coefficient test, Kolmogorov-Smirnov and t-test with a significance level of α=0/05 in SPSS version 21 was used.Results showed that there are significant correlations between standing height (p=0/025) and Forearm and hand (p=0/004) with performance accuracy. But there are not significant correlations between sitting height, Upper Extremity, arm length and dominant eye with dart-throwing accuracy.Thus, according to the findings of the study it can be concluded that, the height and length of the forearm and hand stand accurately throw darts; superiority of eye-hand running accuracy is not effective in darts throwing, too.

The aim of this study was to interactive impact of learning styles with attention focus on learning the skills of throwing darts learning skill. Statistical society of this research was girls students of Tabriz University, from those students, we chose forty peoples by who were unfamiliar with dart throwing skill. A total of 40 people in four groups of 10 patient’s divergent learning styles- internal attention, divergent learning styles- external attention, converging learning style- internal attention, converging learning style- external attention. Students attended in pretest within two weeks, each week three sessions and each session 10 attempts in five times. After learning phase, immediate retention test and transfer test one week later delayed remember test were taken. Data using one-way ANOVA and Kruskal-Wallis. The results showed that there is not meaningful difference between learning styles and attention focus in acquisition, immediate retention, delayed remember and transfer (Radial and the average error) P <0/05. But in variable error in the transfer test there is a significant difference between groups P> 0/05. It seems learning styles converge with external focus of attention and divergent learning styles with a focus on internal to learn more.

This study examined the effects of practice scheduling and attentional focus on learning a sport skill. 40 female high school students (mean age = 16.02 ± 0.88 years) practiced dart-throwing skill under either blocked or random practice schedules while their attention was directed to either the skill (dart scores) or an irrelevant cue (auditory tones) using dual-tasks. Analysis of variance were conducted at baseline, practice phase and a delayed transfer test. Results demonstrated a significant score improvement from baseline to delayed transfer test for all groups. Furthermore, the greatest improvement from baseline to delayed transfer test was observed in random-irrelevant condition compared with the other conditions. In conclusion, the current study provided new information about the interactive relationship between practice scheduling and attentional focus during learning a sport skill.

The aim of study was to evaluate the effect of selected background colors on dart throwing performance in girls before and after puberty. In this Quasi-Experimental study, 240 ones randomly selected and after the pre-test were divided into six groups of background color. A week later the post-test were taken similar to the pre-test. The personal information questionnaire, standard darts and dart board were used as tools. Data analysis was conducted using the K-S, Levene, Dependent T tests. One-Way ANOVA and Tukey test. Results showed that in the age group 7-9 years, the favorite color group performed better. In the age group 15-17 years, the blue background color had positive effect and red background color had negative effect. Selected colors significantly had different effect, in the two age groups. So, it seems that color can be regarded as an environmental factor involved in improvement or reduction of dart throwing performance.

This study aimed at examining the effect of different focus of attention instructions and cognitive styles on the learning of dart throwing skill. 80 children were randomly selected and divided into four equal groups: a) field independent-external attention, b) field independent-internal attention, c) field dependent-external attention and d) field independent-internal attention based on their pretest scores (10 trials of dart throwing). Then, in acquisition phase, they practiced 6 blocks of 10 trials of dart throwing task with regard to their focus of attention and cognitive style. Retention test was conducted 24 hours after the acquisition phase similar to pretest. After ensuring data normality by Kolmogorov-Smirnov test, ANOVA 4*6 with repeated measures was conducted on block factor and one-way ANOVA and Bonferroni post hoc test was applied in acquisition and retention phases respectively. Results showed significant differences in scores of all groups in all phases (P<0.05) and those with field independent style had better performance in external focus of attention than internal focus of attention and those with field dependent style had better performance in internal focus of attention than external focus of attention. In other words, cognitive styles must be noted during recruiting the focuses of attention.

The aim of this study was to investigate the effect of focus of attention on learning dart throwing in mentally retarded children.In this quasi-experimental study, 22 mentally retarded boys (age 10-12 years old) were randomly selected according to IQ (50-70) and were assigned to two homogenous attention (internal, external) groups after the pretest and a training session according to the obtained scores, age and IQ. The subjects practiced in 5 blocks and each block 8 throws. Two-way analysis of variance with repeated measures and ANOVA were used to analyze data. In retention phase, both groups increased accuracy in their throwing (P=0.044). Variability (P=0.044) and throwing accuracy (P=0.047) decreased due to the training. In transfer phase, internal focus group could not transfer skill to new conditions while variable group succeeded to transfer their skill to new conditions. Also, external focus group had lower variability (P=0.049) and higher accuracy (P=0.048) than internal focus group. According to the findings, external focus group was able to retain and transfer skills to new situations which confirmed constrained action hypothesis (Wulf et al., 2001) in mentally retarded individuals.

The present study examined the effectiveness of distal versus proximal external foci of attentions a function of performers’ preferences for a certain focus. dart throwing task were used, and participants (N=20) were instructed to direct their attention either to the target (distal focus) or the flight of the dart (proximal focus). Participants were asked to select their preferred focus after one trial under each focus condition without knowledge of results. Subsequently, all participants performed two 24-trial blocks, one under each condition, with focus order (preferred first vs non-preferred)counterbalanced. Degree of significance was regarded as p

The aim of present study was investigating the effect of electromyography in the external focus distance on dart throwing. The subjects included 20 male physical education students aged 19-24 years in Kharazmi University. We used a dart throwing task، and participants were instructed to direct their attention either to the target (distal focus) or the flight of the dart (proximal focus). All participants performed two 24- trial blocks on each condition. Data analyses conducted with using paired sample t test. The results showed that increasing distance of external focus affects positively on performance accuracy (radial error P=0. 003، Two- Dimensional Error P=0. 01. (But it doesn’t effect on muscles EMG activity (P>0. 05). The instruction of distal external foci will lead to more accuracy than proximal external foci and therefore results better performance of the dart throwing skill. Also، results indicated that different condition of external focus of attention doesn’t lead to increase in muscle activity and therefore have not effect on individual performance. To more accurate performance، the instructors can attract their apprentice attention into instructions of distal external focus.

This study is to investigate the effects of mental imagery on acquisition and learning of dart throwing skill and comparison of novice male students. Therefore, among right-handed novice male students (20-24 yr.) from Shahid Rajaee Teacher Training University, 33 students were selected randomly based on Imagery Movement Ability (according to revised questionnaire of Martin & Hall,1997;Revised Movement Imagery Questionnaire) and allocated to 3 matched groups (males active imagery, imagery, males passive imagery, and males control) based on pretest average (10 dart throw). Participants of each imagery group were performed 6 sessions imagery (20 throws with imagery and 20 throws without imagery in each session). Active imagery groups were in sport shoes and clothes behind the throwing line and passive imagery groups were in sitting pose in a room imagined dart throwing skill. Control groups had 20 dart throws. Two days after last session, retention test was performed without imagery (10 dart throws) and transfer test was performed without imagery and increasing throwing distance (10 dart throws). Data of acquisition phase was analyzed by one-way ANOVA with repeated measures and data of retention and transfer tests were analyzed by two-way ANOVA in significance level p≤0.05. According to results, main effect of acquisition was significant, but effect of interaction between acquisition and imagery type was not significant. Also, in retention and transfer test, the main effect of imagery type was not significant. According to results, mental imagery without considering its type is recommended.

The athletes use self-talk as one of the mental skills for different purposes. According to the importance of self-talk on performance, the purpose of the present study was to investigate the impact of instructional and motivational self-talk on self-efficacy and dart throwing skill learning. The Method of this study was semi-experimental. Participants were 45 male students of Shahid Beheshti University who participated in pretest of dart throwing and self-efficacy after one session of dart throwing training, and then they were randomly divided into three groups: instructional self-talk, motivational self-talk and control. They practiced physical training with their own group for six days. Afterwards, participants participated in acquisition and retention test of dart throwing and post-test of self-efficacy. T -test and frequent analysis of variance (ANOVA) were used to analyze the data. The result of frequent analysis of variance (ANOVA) showed that instructional self-talk group was better than motivational self-talk and control group in acquisition of dart throwing skill. There was no difference between motivational and instructional groups in the self-efficacy of participants, but both groups were better than the control group. Result of this study showed that instructional self-talk leads to better acquisition and using selftalk increases individuals self-efficacy and there were not any differences between the instructional and motivational self-talk in self-efficacy of the dart throwing skill.