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The purpose of this study was to examine the effect of self-control feedback on the learningof generalized motor program and parameters during physical and observational practice. Participants (n=90) were randomly assigned to physical and observational practice (self-control, yoked and instructor KR) groups. They practiced a sequential timing task. The task required participants to press four keys (2, 6, 8, and 4).They performed 72 trials during the acquisition phase and 12 in retention and transfer phase. The analyses demonstrated that during the acquisition phase, relative timing errors were lower for the self-control and instructor groups. During the retention and transfer phase, relative timing errors were lower for the self-control groups and instructor groups. This might explain self-control feedback and physical practice develop the generalized motor program but not parameter learning and support the theoretical separation of GMP and parameter processes.

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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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Observing a model let learners to make a plan of action that can be used for learning motor skills. Moreover, self-talk is a conversation that performers use it either apparently or secretly in order to think about their performance and reinforce it. Therefore, the purpose   of this study was to investigate the effect of observational learning, self-talk and combination of both on boy’s performance. The statistical samples of the present study included 60 students (12.25±1.24) with forth and fifth grade that were selected as available subjects.  After volleyball AAHPERD pre-test, subjects divided into 6 groups: Instructional self-talk (STI), motivational self-talk (STM), observational learning (OB), combination of Instructional self-talk and learning observation (STI-OB), combination of motivational self-talk and observational learning (STM-OB) and control group (CO) and during one day, they were participated in specific intervention that planed for each group. On the first day of intervention, subjects participated in acquisition phase and acquisition test was taken, after 48 hours' retention and transfer test was Held. In each phase of study self-efficacy was examined. The results of two-way ANOVA revealed that there was a significant difference among all training groups with control group (p≤0.05). These results support the use of cognitive factors, self-talk and observational learning and the combination of observational learning and Instructional self-talk as learning facilitator.

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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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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

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The purpose of this study was to examine the role of structured conversation and observation on the effectiveness of the dyed practice on motivation and the accuracy in learning the skill of Golf putt. The research participants consisted of 40 female students randomly divided into four groups: observation-conversation, observation, conversation and control. Participants should hit the Golf ball to the target area. During the training period, subjects completed 60 acquisition attempts, 10 retention attempts to measure the participants’ motivation before the beginning of the training and before the acquisition and retention phases. one-way ANOVA and to examine the role of the mediator on the accuracy of the scores of execution Hayes test was used. The results showed that motivational values were significantly higher in conversation-observation group compared to other groups, and  also The mediation role of motivation was not significant in the implementation of acquisition and retention efforts. Regarding the results of this study, coaches are advised to consider both verbal and observational information sources in the presentation of dyed practice.

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​Many studies have shown the effectiveness of verbal instructions and observational training on the improvement of children’s motor skills; however, there is not enough information about the simultaneous effects of these two variables. The aim of this study was to investigate the effect of attention instructions during observation of the model on gaze behavior and accuracy of overarm throwing in children. 24 children 7 to 10 years of age with normal growth selected purposefully and randomly divided into two internal and external attentions during modeling groups. Training in both groups included observation 10 times skilled model overarm throwing’s film with eye movement recording, with the difference that before it each group received its own instruction. The results of mix-ANOVA and paired and independent t-tests showed that both groups showed a significant increase from the pre-test to post-test in the accuracy (p=0.001; p=0.001) and duration of the quiet eye (p=0.005; p=0.001) of overarm throwing. In the post-test, the external attention during modeling group compared to the internal attention during modeling had significantly higher accuracy (p=0.01) and longer quiet eye duration (p=0.001). Also, the external attention during modeling had more percentage viewing time to relevant external cues (ball and trajectory). Therefore, directing visual attention to movement effect of observed pattern cause improvement in motor performance and visual-motor expertise in children.

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This research aimed to investigate the effect of directing attention in the form of verbal instructions and perceptual highlighting during modeling on children's learning of targeting skills. The current research was a semi-experimental type of research with a pre-test-post-test design. The statistical population of this research included all male students between 7 and 10 years old in Bojnord primary schools (N = 560) who were studying in the first grade in the academic. 60 people from three groups were selected purposefully. The tools of current research included a number of video monitors, a vision tracker, a tennis ball, and a sable at a distance of 3 meters from the line of the throwing place on the wall. Subjects were divided into four training groups: internal focus modeling through instructions, external focus modeling through instructions, internal focus modeling through perceptual highlighting, and external focus modeling through perceptual highlighting. In the acquisition phase, all 4 groups performed 3 blocks of 10 each including 30 over-the-shoulder throws with a tennis ball during 5 sessions, and at the end of each session, they were tested and their scores were recorded by the examiner. The memory test was also performed after 36 hours of non-training. The data were used using the analysis of variance of the intersection test to investigate the effect of directing attention with verbal instructions and perceptual highlighting on motor learning in four groups at different stages of the test. Research results show that the two groups of perceptual highlighting with attention guidance (internal/external) in the phase of acquisition (P=0.005) and memorization (P=0.006) compared to the two groups of verbal instructions with Significant level (P<0.05) had better performance.