The Effects of Instructions Attention Focus Internal and External on Learning Protection Dynamic Balance in Children with Mental Retardation

The purpose of the present study was to investigate the effect instructions attention focus internal and external (far and near) on learning protection dynamic balance in educable children with mental retardation. Semi-experimental method of study and population included all student’s children with mental retardation at special school’s district 2 of Ahvaz city that in years 1393-94 studying, constituted (N=169). Objective sampling included 40 subjects’ students’ children 8-12 years old they were selected, and randomly divided into four groups (internal focus,near external focus, far external focus and control). The task required participants to stand on a force platform. Subjects after participating in the pre-test practiced in three sessions and each session 15 attempts for the maintain balance on balancing machine and after 48 hours were participated in the retention test. ANOVA test results showed a significant difference between groups in of test. In addition, both the far external focus condition continued to demonstrate increases in balance performance. (P