The present study examined the effectiveness of distal versus proximal external
foci of attentions a function of performers’ preferences for a certain focus. dart
throwing task were used, and participants (N=20) were instructed to direct their
attention either to the target (distal focus) or the flight of the dart (proximal focus).
Participants were asked to select their preferred focus after one trial under each
focus condition without knowledge of results. Subsequently, all participants
performed two 24-trial blocks, one under each condition, with focus order
(preferred first vs non-preferred)counterbalanced.
Degree of significance was regarded as p<0.05. Dart throwing accuracy was
generally enhanced when participants adopted a distal focus, regardless of focus
order or preference. The present findings provide further evidence that the
“distance” effect in attentional focus is a general phenomenon that does not
depend on individual preferences.

According to Specificity of practice hypothesis, availability of visual information
specially during performing tasks witch vision has an important role in improving
the accuracy, causes further performance decrements in No-vision transfer test.
The purpose of the current study was to examine the effects of vision and amount
of practice on accuracy and kinematic of dart throwing. 20 female students of righthanded
who were all novitiate in the skill selected voluntarily and randomly
assigned to full vision and No-vision groups.The subjects following participated in
pretest, performed acquisition phase that consisted two level of modest and
extensive practice (45 trials and 300 trials). 10 minutes after each level of practice,
participants completed transfer trials in a no-vision and no-KR condition. Overall,
Mixed ANOVA (2×3) in acquisition phase revealed that vision improved Dart
throwing accuracy performance. Kinematic analysis revealed no significant
difference between two groups in Wrist flexion, Angular displacement of elbow and
Angular displacement of shoulder. Whereas after 300 trials of practice, there was
significant difference between groups in throwing time and angular velocity of the
dart. After extensive practice, Mixed ANOVA (2×2) showed that, withdrawal of
vision resulted in specificity of practice effects on dart throwing accuracy, but
results of kinematic pattern, regardless of the amount of practice did not support
specificity of practice.

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.