The Effect of Attention Instruction Type, Feedback and Autonomy on Children’s Motor Learning

Abstract

The use of attention instructions type is one of the most important variables in the process of motor skill learning. The aim of this study was to examine the combined effects of attention instruction type feedback, and autonomy on children's motor learning. For this purpose thirty-six children (M±SD 7.05 ± 0.45 years) were asked to perform a bowling task with their dominant hand. They divided into 3 groups (external focus, the internal focus of attention, and control). Participants in the acquisition phase practiced tasks in a counterbalanced order based on feedback and choice (Autonomy) conditions and after 24 hours they take part in retention test without feedback and instructional attention and autonomy .The acquisition phase in each condition(1-without feedback and autonomy,2-with feedback,3- with autonomy,4-with feedback, and autonomy). The data were analyzed by ANOVA and ANCOVA. The results of the retention phase showed that the type of attention focus without feedback and autonomy had a greater bowling accuracy and the external focus of attention with autonomy was better than other conditions. The present study did not show the beneficial effects of attention instruction type feedback, and autonomy on children's motor learning.The results showed that motor learning in children was different from adults.Based on our results in children external attention focus and feedback with autonomy have not similar effects with adult motor learning.

Keywords

• attention instruction
• autonomy
• children
• feedback
• motor learning