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.

Measuring instrument of interpersonal and intrapersonal motor coordination has designed and built to provide information about the human movements’ coordination in reach of researchers, trainers and therapists. To evaluate the validation of this instrument with using of Vienna two hands coordination test and present research instrument were asked 28 participants to do the task of two hands, two feet and interpersonal movement coordination. Pearson correlation test showed that the present research instrument has high validation in motor coordination of two hands in total time mean factor of joystick (r =0/88), knob (r =0/96) and in error percentage mean factor of joystick (r =0/89) and knob (r =0/87). Also the results of Cronbach’s alpha showed that present research instrument has appropriate reliability in motor coordination of two hands in total time mean factor of joystick (r =0/89) and knob (r =0/97) and in error time percentage mean factor of joystick  (r =0/81) and knob (r =0/85). Also results indicated acceptable reliability in motor coordination of two feet in total time mean factor of pedals (r =0/90) and in error time percentage mean factor of pedals (r =0/83) and in interpersonal motor coordination in total time mean factor (r =0/91) and in error time percentage mean factor (r =0/80). Therefore using the present study instrument can be offered to sports science laboratories in all higher education institutions, federations and coaches, patients and rehabilitation centers, health and physiotherapy clinics.

The aim of this study was to examine the effect of inherent and incremental ability theories feedback on dynamic balance in middle-aged women. 29 middle-aged women (age: 50-60) randomly assigned into two groups (inherent ability= 15 subjects, and incremental ability= 14 subjects). Both groups after the dynamic balance pretest (Timed Up and Go) received different instructions feedback. Immediate retention test at the end of sessions and delayed retention test was a day later. The transfer test conducted by cognitive and manual task. All tests performed on three stages and the score was recorded average each. The Mixed analysis of variance not significant difference between two feedbacks in dynamic balance (P= 0.249). In addition, analysis of variance with repeated measures showed that the dynamic balance in middle-aged women affected by both the inherent ability-based feedback (P= 0.0005) and incremental ability-based feedback (P=0.000003).

One of the main goals of the mission of experts motor learning is maximize the quality of learning experiences and optimize the educational environment .The purpose of this study was focusing on the effects of learning model, skilled model and positive self-review crawl on learning in children aged 9 to 11 years in Alborz Province. Participants of the random and available samples divided into different groups. Thus, Participants of all groups practiced three time in a week which have 20 attempt to practice in every session and totally all the crawl swimming exercises were finished at 12 session. at the end of the twelfth session acquisition test and a week after the end of the last session retention and transfer tests were taken. The dependent variable was the quality of Participants which was performed by swimming instructor-notch swimming using crawl skills assessment Czech list. The results indicate the advantage of the three types of model crawl performance and significant difference between groups in the acquisition, retention and transfer test) p<0/05(.Also, positive self-review and learning model groups was considerably better than skilled model and control group in Acquisition test. Furthermore, skilled model group scores are really higher than the control group. Positive self-review groups had the best performance in the retention and transfer tests in comparison with the other groups (learning model, skilled model and control). After that, learning model group was more effective than the rest of them (skilled model and Control groups). Finally, control groups had lowest performance among all mentioned groups

The purpose of this study was to determine the relationship between movement motivation and motor development in infants with and without the experience of kindergarten. The population of this study included all parents with infant's boys with 10 to 11 month in Tehran. Among them, 150 infants with and 150 infants without the experience of kindergarten using the multi-stage random sampling the method was selected as the sample groups. Data collection tools included an infant movement motivation questionnaire and Peabody Developmental Motor Scale–Second Edition (PDMS-2), the data analysis was done using Pearson’s correlation coefficient, linear regression, and t-test in a significance level of p≤0.05. The results showed that there was a significant relationship (P=0/000), between movement motivation and motor development in infants with and without the experience of kindergarten. In the same context, a significant difference (P=0/000), was obtained in movement motivation and motor development between of infants with and without kindergarten experience and infants without the kindergarten experience, movement motivation, and motor development was higher. These results indicate that care of infants in kindergarten Centers may be due to the weakness of the programs and facilities have negative effects on of them movement motivation and motor development.

Focus of attention instruction has a great influence on performance and learning. The purpose of this study was to examine the predicted constrained action hypothesis in badminton backhand serv. 30 women student participants from physical education classes of University of Kharazmi are selected as sample. Participants are tested in probe task at different stage of serve after identifying base of reaction time, and level of attention demanding of different parts was measured. Then participants divided into two groups (internal and external focus of attention) and they are tested with their specific instruction again. The results revealed that first stage of serve has the most attention need (p<0/001), but there is not any difference between two groups and different serve stage in the effect of focus of attention type. Accordance with these results the constrained action hypothesis at discrete skills is not confirmed.

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.

Self-report psychological questionnaires are important tools for assessing cognitive and emotional status of athletes. Therefore, the purpose of this study was to investigate the psychometric properties of test of performance strategies (TOPS) among athletes. For this purpose, 209 males (n=125) and females (n=84) national and champions athletes aged 15 to 18 completed TOPS measure. It was used confirmatory factor analysis to test the construct validity of questionnaire and Cronbach's alpha coefficient for testing internal consistency of each factor items. The results of factor analysis identified eight subscales of goal-setting, automaticity, emotional-control, imagery, activation, positive self-talk, relaxation, attentional control/negative thinking for the practice and competition. The results of the Cronbach's alpha coefficient indicated appropriate internal consistency of subscales items of practice (.70 to .95) and competition (.77 to .88). It seems that this questionnaire is an appropriate tool for measuring psychological skills among young athletes.

The aim of this study was to investigate the effect of voluntary and forced exercise and off-line periods on consolidation of implicit motor memory. This study was a quasi-experimental method and the statistical population consisted of girl students of Shiraz University. So 30 non-athlete girl students with mental health, and without neural disease background or sleep disorders were voluntarily participated in the study. After determining the memory function, they were divided into 3 experimental groups with 6, 24 and 48 hours off-line periods. The research consisted of 2 stages and each stage included of acquisition, physical exercises (first stage voluntary and the second one forced) and retention (memory test) sessions. The intermittent chain reaction time assignment was used to measure motor memory changes. The Analysis of Variance (ANOVA) with repeated measure, with the significant level of p≤0.05, was used to answer the questions of research. The results showed that each of the 3 off-line periods had positive effects on consolidation of implicit motor memory, but there were no significant difference among them. The effect of voluntary and forced exercise on implicit motor memory consolidation, showed a significant difference in favor of voluntary exercise.