Contributions of External Attentional Focus, Enhanced Expectancies and Autonomy Support to Enhance Learning Skills of Throwing Darts

parisa amoorezae; Elahe Arab Ameri; Shahzad Tahmasebi Boroujeni

doi:10.29252/ijmcl.2.2.42

Journal of Motor Control and Learning

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https://doi.org/10.29252/ijmcl.2.2.42

Contributions of External Attentional Focus, Enhanced Expectancies and Autonomy Support to Enhance Learning Skills of Throwing Darts

Author(s):

parisa amoorezae^1,*,

Elahe Arab Ameri

²,

Shahzad Tahmasebi Boroujeni

³

1Master of Motor Behavior University of Tehran, Tehran, Iran

2Associate professor at motor behavior, faculty of physical education and sport sciences University of Tehran, Tehran, Iran

3Associate professor at motor behavior and sports psychology, faculty of physical education and sport sciences University of Tehran, Tehran, Iran

Journal of Motor Control and Learning:Vol. 2, issue 2; 42-53

Published online:May 11, 2020

Article type:fulltext_xml_imported

Received:Dec 08, 2019

Accepted:Feb 06, 2020

How to Cite:amoorezae P, Arab Ameri E, Tahmasebi Boroujeni S. Contributions of External Attentional Focus, Enhanced Expectancies and Autonomy Support to Enhance Learning Skills of Throwing Darts.J Motor Control Learn.2020;2(2):e146516.https://doi.org/10.29252/ijmcl.2.2.42.

Abstract

Objective: This study aimed to investigate the effect of the combination of attention (external focus) and internal motivation (autonomy support and enhanced expectancies) on learning the skill of throwing darts.
Methods: For this purpose, 60 women participated in the study. our study included 4 groups: a) autonomy support - external focus (AS-EF); b) enhanced expectancies - external focus (EE-EF); C) enhanced expectancies - autonomy support (EE-AS); and d) enhanced expectancies - autonomy support - external focus (EE-AS-EF). Participants were asked to throw darts at a target with their non-dominant arm. In the EE conditions, they received (false) positive social-comparative feedback. In the AS conditions, they were allowed to throw 5 of 10 trials in each block with their dominant arm chosen by them. In the EF conditions, participants were asked to focus on the target. on the post-test after the end of the training period and retention and transfer test 24 hours after practice, the AS-EE-EF group had the highest accuracy scores and outperformed all other groups.
Results: The results of the between-group comparison for throwing accuracy showed that the EE-AS-EF group was a significant difference compared to the other groups.
Conclusions: The findings provide evidence that enhanced expectancies, autonomy support, and an external focus can contribute in an additive style to optimize motor performance and learning.

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Author(s):

parisa amoorezae:[PubMed][Scholar]
Elahe Arab Ameri:[PubMed][Scholar]
Shahzad Tahmasebi Boroujeni:[PubMed][Scholar]