The aim of the present study was to examine the effect of the internal and external focus of attention instructions on performance and learning of the service, forehand and backhand tennis skills at 8 -9 years old tennis players. 68 participants of 8 -9 years old (M=8.8, SD=0.54), were divided in three groups and followed a 6 weeks intervention program; the internal attentional focus group (N=21), the external attentional group (N=23) and the control group (N=24). Three measurements were implemented (pre, post, retention) in which the participants were video recorded: a) while performing each skill and b) while playing matches in real game situations. Due to the qualitative evaluation of the technique five assessment criteria were used, whilst due to performance outcome evaluation one part of the Game Performance Assessment Instrument (GPAI) was used. Repeated measures analysis of variance revealed significant interaction between groups and measurements and Bonferroni post hoc showed that the athletes of external focus of attention group had better scores in the post-test in the skills' technique and in real game condition. The findings are in line with those of previous studies, which proved the superiority of external focus of attention instructions in performance and learning of object manipulation skills. Moreover, the present research makes an initial attempt to extend the already existing research about attentional focus impact on real game performance.
The purpose of this research was to examine the effect of teaching life skills through the volleyball passing skill, of 44 primary school female children and their perceived satisfaction with the program. The sample was randomly assigned into two groups. The life skills group (LSG, n= 23) and the control group (CG, n= 21). All participants followed a six-week practice program aiming the passing skill learning. For the participants of LSG the program was combined with the components of goal setting, problem-solving and positive thinking. The control group received typical teaching and feedback provided by the PE teacher. All participants were evaluated in three measurements: pre-test, post-test and retention test. A qualitative evaluation (five main elements) of the passing technique, which was recorded by the digital camera, was used. Also, a common format for evaluating life skills knowledge perceptions and transfer (10-item questionnaire), which was developed in the Greek population by Papacharisis (2004) based on the work of Hogan (2000), and also a questionnaire for the perceived satisfaction of the students was used (Alexandris, Tsorbatzoudis & Grouios, 2004a, 2004b). Anova repeated measures show that participants of the LSG improved passing skill (p<.05) and showed a positive reception of the program by the students who learned interesting and useful things for their life in general, transferable to other aspects in their life, besides sports. The results of the study support the effectiveness of the life skills program that integrated volleyball passing skill learning, life skills improvement and participants’ perceived satisfaction of the program.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0915/a.php" alt="Hit counter" /></p>
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