Visual context is the context that exists in front of eye field which changes as player moves anyway and forms the new visual context. The favorite locations are the zone that players practice many times over the practice  time. The players performs the best own performance from that. The aim of this study was to evaluate the visual context as one of the reasons making the especial skills in favorite location of experienced players. 8 elite basketball players were men with at least 8 years of experience of basketball. They were asked to throw 210 jump shots from 7 different locations in the 3 set and 21 blocks. The middle location is the favorite one. The throws are performed with the players' own pace and there is 2 minute rest between sets. All throws return to players with the same way. Separate linear regression for each of the players has been calculated at seven different angles. Then, these data are separately used to calculate the predicted values ​​in the favorite location of each player. The actual performance of the players at different angles was compared with the predicted values​​ by independent t test. The results showed that there was significant difference between the predicted and actual performance of the players in the favorite angles (p<0.05). The findings show that the performance of the elite players in their favorite spots is dependent on the angle of vision especially at favorite locations. It seems that elite players over the years to practices at the certain point acquire some visual benefits that led to the specific performance in their favorite locations

Augmented feedback is information that guidance performance to direction correct response and has critical role in motor skill learning. The purpose of this study was to examine the effect of knowledge of results, after good and poor trials on learning and error estimation capability in children.32 elementary students (Mean age 10/4, SD ± 0/9) that all novice and no experience in dart skill participated in this research and randomly divided in two groups (good and poor feedback groups). Participants’ in acquisition phase exercise dart skill at 10 blacks (6-trial) and received knowledge of resulting feedback on 3 attempts in each block, also in all their trials on the acquisition and retention had error estimation. Multiplex Analysis of variance test (2*2) with repeated measures, independent t test and Multiple Analysis of variance test used to data analysis (α=0.05). There were significant difference between two groups in performance and error estimation in practice phase (p=0/001). Also, the good feedback group showed learning and error detection capability advantages on a delayed retention test (p=0/001). These results demonstrated that learning and error detection capability are facilitated if feedback is presented after good rather than poor trials.