The purpose of this study was to verify how the self-controled external focus feedback and 100% external-focus feedback could influence on sport learning, using bowling task. The subjects of this study were consisted of 30 middle school male-students....
The purpose of this study was to verify how the self-controled external focus feedback and 100% external-focus feedback could influence on sport learning, using bowling task. The subjects of this study were consisted of 30 middle school male-students. They didn`t have any prior experience of bowling. They were randomly assigned to three experimental conditions(100% external-focus feedback, self-controled external focus feedback, and yoked group). Dependant variables of this study were bowling score and form score. Experimental design was 3(feedback)×3(game)×2(day) and 3(feedback)×2(game)×2(day) factorial design with repeated measures on last two factors at acquisition phase, and 3(frequency)×2(game) factorial design with repeated measures on last factor at retention phase. The results of this study could be summarized as follows. In the analysis of bowling and form score, (a) 100% external focus feedback group was more effective than yoked group at practice, (b) A performance of day 1 was more effective than day 2 at practice, (c) A performance of game 2 and 3 was more effective than game 1 at practice, (d) The interaction of Day×Game means that bowling performance of day 1 was more effective than day 2. (e) 100% external focus feedback group was more effective than self-controled external focus feedback and yoked group at retention test, (f) There was not significant between self-controled external focus feedback and yoked group at practice and retention test