Background/Purpose A three-week training program to facilitate the learning and development of throwing was implemented using two contrasting methods: internal (INT) or external (EXT) focus of attention. This study investigated their effects on a group of predominantly Latino and African-American (lower SES) children enrolled in kindergarten classes (Parkway Elementary School, Lubbock, TX).
Method Twenty-three children (boys, N=7, girls, N=16; M age = 5.69, 6.06 years respectively) were recruited among students already participating in a supplemental motor skills program (no throwing focus; various activities designed for fitness) at Texas Tech University. Developmental changes in two components of throwing, the humerus and forearm, were quantified (Roberton et. al, 1984, 2001), and along with ball velocity, determined if skill improvement occurred after training. Pre-test scores (10 throws) determined their skill levels and were the bases for forming three groups (skill levels equally distributed). The control (C) group (N=7) did not attend the acquisition sessions, while the two training groups (INT, EXT, both N=8) attended six sessions (50 throws per, 2x per week) performing 300 throws overall.
Analysis/Results Prior to training the groups were homogenous in throwing skills and subsequent posttest scores remained similar with no significant group differences found. The humerus (chi2=3.69, p=0.16) and forearm components (chi2=1.71, p=0.42) as well as ball velocity (chi2=4.97, p=0.08) did not differ between the three groups (Kruskal-Wallis analyses) after training.
Conclusions Nevertheless, significant within group differences (Friedman analyses) were found in the forearm component of the training groups (not with C) indicating some learning from pre- to posttest (chi2=4.00, p=0.04).
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