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首页> 外文期刊>BRAIN. Broad Research in Artificial Intelligence and Neurosciences >The Effect of Different Focus of Attention as Verbal Cues on Performance and Retention of Standing Long Jump
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The Effect of Different Focus of Attention as Verbal Cues on Performance and Retention of Standing Long Jump

机译：注意力提示作为口头提示对立定跳远性能和保持力的影响

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The instructional guidelines play an important role in transmitting target information, and educators usually use them to teach and improve motor function of individuals at all skill levels. Directing the focus of attention is one of the important factors affecting the effectiveness of instructional guidelines. However, this study aimed to investigate the effect of different focus of attention as verbal cues on performance and retention of standing long jump among teenager female beginners. For this purpose, 45 beginner students (M age= 13.12±1.82 years) in Qazvin were voluntarily selected and after pre-test, they were randomly assigned to one of three groups: external verbal cues, internal verbal cues, and control. All groups performed standing long jump for three sessions; each session consisted of 5 attempts of 2. After last session of acquisition, the posttest was conducted. After one week of untrained, the retention test was conducted. The results of descriptive statistics showed that the standing long jump performance of all groups improved from training period to retention test. The results of one-way analysis of variance showed that there was no significant difference between three groups in pretest and acquisition stage. However, this difference was significant in post-test and retention stage.
机译：教学指南在传递目标信息方面起着重要作用，教育工作者通常使用它们来指导和改善各个技能水平的个人的运动功能。引导注意力的集中是影响教学指南有效性的重要因素之一。但是，本研究旨在探讨不同的注意力注意力作为口头暗示对青少年女性初学者的表现和站立跳远的影响。为此，自愿选择了Qazvin的45名初学者（M年龄= 13.12±1.82岁），并在进行预测试后将他们随机分为三组之一：外部言语提示，内部言语提示和控制。所有组进行了三节站立跳远。每次会话由5次尝试2次组成。在最后一次获取之后，进行了后测。在未经培训的一周后，进行了保留测试。描述性统计结果表明，从训练期到保持测试，所有组的站立跳远成绩都有所提高。单向方差分析的结果表明，三组之间在预测试和获取阶段没有显着差异。但是，这种差异在测试后和保留阶段很明显。

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