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The purpose of present study was investigation of the effect of attention direction variation by instructional self-talk on performance and learning of Basketball free throw. Therefore, 33 novice female students (mean of the age=22 yr.) who had intermediate trait anxiety were selected randomly. The participants were assigned to 3 matched groups according to pretest. The self-talk with internal and external focus groups repeated the words “wrist” and “center of ring”, respectively, before each free throw during 6 sessions (2 blocks of 10 trials in each session). Control group performed the free throws without self-talk. Retention test was performed 48 hours after the acquisition phase and transfer test was done after that with spectators. In each test, throw accuracy was measured by a 5-point scale. Results of mix 2-factor and one-way ANOVA did not indicate significant differences between acquisition, retention, and transfer groups (p>.05), but the within subjects effect of external focus of attention on transfer was significant (p<.05). Therefore, it seems use of self-talk and its attentional focus variation is not necessary for novice Basketball players.

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The aim of this experiment was to study the effect of computer game on acquisition and retention of free throw basketball skills (accuracy and pattern) and compare this method with two patterning methods (skilled and learning). 50 high school students age range 15-17 years were selected as a research samples. Subjects after participating in the pretest were divided into 5 equal groups and each group practice separately for 2 weeks and 3 sessions per week (total of 6 sessions) their tasks. Acquisition test hold after the last training session and retention test was performed after 24 hours. Data analyzed using variance with repeated measurement. The significance level for all statistical methods was considered p<0/05 and used SPSS 17 for statistical calculations. The results showed that each group at post-test scores on both the accuracy and pattern of pre-test and the most advanced computer game plus exercise group significantly improved. According to the results, this study can state that the the simulation computer game improves learning of motor skills. This method is more effective than learning a skilled and patterning method.

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Self-talk as “an internal dialogue, through which the individual interprets feelings and perceptions, regulates and changes evaluations and convictions, and gives him/her instructions and reinforcement”. The purpose of the present study was to compare the effect of two types of instructional and motivational self-talk on the pattern of coordination and accuracy of basketball free throw to specify the effect of each types of the self-talks on of basketball free throw skill necessities (patterns of coordination and accuracy). Using available sampling method, 20 male basketball players with the mean age of 23.5±5.5 were selected who had at least 5 years of practice in basketball and were playing in one of the credible leagues of the country. In this study the basketball free throw skill was evaluated through two sessions with the time interval of 24 hours in two phases with and without self-talk (instructional and motivational). The data of the motion pattern and the accuracy of basketball free
throw were recorded in both phases of the test, and the kinematic data was used to compute the throw hand elbow-wrist No-RMS in order to investigate the coordination pattern. In statistical analysis, the data was analyzed using descriptive statistics
(mean, standard deviation, tables and figures) and inferential statistics (the analysis of variance with repeated measure and dependent t test). The results of throw accuracy showed that solely the use of instructional self-talk leaded to a significant
enhancement of the basketball free throw accuracy (t(9): 4.388, p: 0/002). Moreover, there was a significant difference between the effect of instructional self-talk and motivational self-talk in favor of instructional self-talk (2: 0.444, F(1,18): 14.364, p:0.001). Exploring the results of coordination pattern revealed that instructional selftalk leads to a significant (t(9): .048, p(1,18): 2.288) decline in elbow-wrist No-RMS and consequently an improvement in elbow-wrist interalimb coordination in performing the basketball free throws. The results indicated that the usage of instructional selftalk are benefical in improving the skills that require motiom coordination and accuracy of performance and it is superior to the use af motivational self-talk in this regard.

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Visual context is the context that exists in front of eye field which changes as player moves anyway and forms the new visual context. The favorite locations are the zone that players practice many times over the practice  time. The players performs the best own performance from that. The aim of this study was to evaluate the visual context as one of the reasons making the especial skills in favorite location of experienced players. 8 elite basketball players were men with at least 8 years of experience of basketball. They were asked to throw 210 jump shots from 7 different locations in the 3 set and 21 blocks. The middle location is the favorite one. The throws are performed with the players' own pace and there is 2 minute rest between sets. All throws return to players with the same way. Separate linear regression for each of the players has been calculated at seven different angles. Then, these data are separately used to calculate the predicted values ​​in the favorite location of each player. The actual performance of the players at different angles was compared with the predicted values​​ by independent t test. The results showed that there was significant difference between the predicted and actual performance of the players in the favorite angles (p<0.05). The findings show that the performance of the elite players in their favorite spots is dependent on the angle of vision especially at favorite locations. It seems that elite players over the years to practices at the certain point acquire some visual benefits that led to the specific performance in their favorite locations

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The aim of this study was to determine the effect of secondary task relevant and non-relevant to the free throw basketball skill on the free throw accuracy of basketball skilled players in choking under pressure. Twenty right-handed female players (aged 18-30) each with at least three years of experience in basketball took part study after completing the Sport Competition Anxiety Test (SCAT), Annett Handedness Questionnaire (AHQ) and measuring their anthropometric characteristics. The study included two testing sessions with an interval of 2 days. In the first and second session (no-pressure and high pressure, respectively) participants warmed up and performed 10 free throws in three conditions: 1) free throw, 2) free throw with relevant secondary task, 3) free throw with non-relevant secondary task. Results showed that the secondary relevant and non-relevant tasks to free throw have effects on accuracy in no-pressure (P=0.012, P=0.001) and high pressure (P=0.001, P=0.018) conditions. Also, there was significant differences between relevant and non-relevant tasks effects on accuracy in high pressure situation (P=0.001).
Overall, it may be used the secondary relevant and non-relevant tasks in choking under pressure situations for reduction of pressure imposed on athletes. Also, properly designed secondary tasks for free throw may be used to increase the accuracy of skilled participants under the pressure situations.

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Abstract
This study aimed to Comparison of dyad training method with cooperative and competitive approach in the learning of Basketball Free Throw. The study sample included 24 girl’s students aged 13-15 years old who had no experience in free throw. Based on pretest scores, the participants were assigned to either the cooperative dyad training group or the competitive dyad training group. In the competitive dyad training condition, individuals in each dyad had to compete with each other to secure the highest free throw score. At the end of each training session the winner was rewarded. In contrast, in the cooperative dyad training condition, the dyads that attained the score of 75 or more in each training session were rewarded. After the 10th training session, the acquisition of free throw skill was assessed. A week later, the retention and the transfer of free throw skill were assessed. The results indicated that, with regard to the acquisition of free throw skill, in both conditions the participants had made statistically significant progress. In terms of the acquisition and the retention of the target skill, no statistically significant differences were observed between cooperative and competitive training groups. However, with regard to transfer test, the cooperative training group outperformed the competitive training group. Therefore, in comparison to competitive dyad training, cooperative dyad training is more conducive to the acquisition and the retention of free throw skill.

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Non-generic feedback refers to a specific event and that task performance is the reason to the acquisition of skills and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The Goal of this study was to determine the generic and non-generic feedback effects on children’s motor learning basketball free throw. This research was semi-experimental. For this purpose, sixty children of Tehran (30 girls and 30 boys) aged 9-13 years participated in the study and were randomly divided into four groups of 15 individuals. Subjects performed six basketballs free throw in the acquisition (Two blocks of three trials). Which after the third throw, according to the group of subjects received a positive feedback (generic or non-generic) and also after the Sixth throw, negative feedback. After half an hour was immediate retention in the same way. Data were analyzed by using two-way ANOVA and repeated measures. Results showed that non-generic feedback was significantly more effective than generic feedback and shows more improvement in Performance. The present results demonstrate the importance of the wording of feedback, although these terms might not have an immediate effect on performance but by enhance motivation, poor performance is purportedly.

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The aim of this study was to determine the effectiveness of the type of goal setting and self-recording on acquisition and self-regulation learning of basketball free throw. Seventy middle school student boys were selected for available and randomly allocated to 6 experimental groups and one control group. A factor ANOVA with a significant level of 5% (p < 0.05) was conducted to analyze the self-efficacy and performance data in acquisition and retention tests. The results showed that the goal-setting with the self-recording group has a higher self-efficacy and performance than the goal-setting without self-recording and the control groups in acquisition and retention test of basketball free throw. This research showed that a variety of goals can begin to combine and cause positive results in performance and learning. Self-recording is important for performance and self-efficacy and can be easily taught and used during physical education sessions.