Effect of training on performance and learning Khvdgftary throwing girls in late childhood and adolescence

The purpose of this study was to compare the effects of instructional self-talk on the performance and learning of dart throwing in childhood and adolescence. 100 students were randomly selected (50 students from 9-11 years old and 50 students from 15-17 years old) from volunteers for this purpose that none of students was not familiar with the skill of dart throwing and all were right handed. The subjects were randomly divided in to control and experimental groups. The subjects continued practice after 5 sessions’ training that every session contained 7 blocks with 3 trails and they participated in the retention and transfer past-tests after 24 hours without practice. The collected data were classified by descriptive statistical methods and were analyzed by non-parametric methods (Wilcoxon and kruskal Wallis) and (α ≤ 0/05). The results showed that the instructional self-talk leaded to the acceleration of acquisition, retention and transfer of dart throwing skill at both ages. But the effect of instructional self-talk was observed more in the adolescents. Therefore, we can concluded that self-talk can be emphasize as a cognitive approach along with physical exercise by the coaches.