@article { author = {Mousavi, Seyyed Ahmad and Parvizi, Nastaran and Hemayattalab, Rasool}, title = {The Impact of Self-controlled Attention and Social-comparative Feedback on the Learning of Sandbag Throwing in Adolescents}, journal = {International Journal of School Health}, volume = {6}, number = {4}, pages = {48-55}, year = {2019}, publisher = {Shiraz University of Medical Sciences}, issn = {2345-5152}, eissn = {2383-1219}, doi = {10.30476/intjsh.2020.83622.1027}, abstract = {Background: Recent studies have demonstrated that autonomy support, social-comparative feedback, and attentional factors contribute to performance and motor learning skills. The present study investigated the influence of self-controlled attention and social-comparative feedback on the performance and learning of a throwing task.Methods: 80 healthy students of Shahid Khalaj Azad junior high school from Takestan (mean age=14.12 ±0.752 SD) in 2017 academic year, placed in five groups: internal-experimenter-controlled, external-experimenter-controlled, internal-self-controlled, external-self-controlled, and control. Internal groups practiced based on an internal focus of attention, an external group practiced based on an external focus of attention. Experimenter-controlled groups received only veridical feedback, self-controlled groups in addition to the veridical feedback received social-comparative feedback. We used a four (pre-test; acquisition; retention; transfer) × five (groups) repeated measure analyses of variance (ANOVA) in SPSS software version 25 to analyze data.Results: The results indicated that throwing tasks differed significantly between phases. The retention phase score was higher than the other phases (83.14±0.72, p <0.001). Test of between-subjects effects determined that groups significantly differed from each other. The Internal-self-controlled group score was higher in other groups (81.15±6.15, P=0.041).Conclusions: These findings demonstrated that the self-controlled focus of attention in companion with social-comparative feedback enhances motor learning in the first stage of the learning.}, keywords = {Internal and external attention,Positive feedback,Motivation,Self-control,Feedback}, url = {https://intjsh.sums.ac.ir/article_46185.html}, eprint = {https://intjsh.sums.ac.ir/article_46185_96de892c334e9a0caf6c97758af304a7.pdf} }