earticle

영어

The purpose of this study was to examine differential learning effects of internal and external focus of attention according to age. The task was balance test and the subjects were ninety students(middle school, high school, university student). There were nine groups consisting of ten persons in each group. The nine groups were internal focus of attention group: middle school, high school, university, external-focus of attention group: middle school, high school, university, and control group: middle school, high school, university. dependant variable is balance time(seconds). For the acquisition phase, those seconds were analyzed in a 3 (focus) × 3 (age)× 4 (block) ANOVA with repeated measures on the last factor. The retention scores were analyzed in a 3 (focus) × 3 (age)× 2 (block) ANOVA with repeated measures on the last factor. The results of this study that the external-focus of attention was more effective for improving the balance time in the acquisition phase, than control group and internal-focus of attention group. Also, high school and university students more effective the balance time, compared to the middle school students. In the retention phase, external focus of attention group were more effective than control and internal focus of attention group. In addition to that external-focus of attention was more effective for improving the balance ability in high school and university group, than middle school group. In the Middle school group, balance ability was no difference between internal focus and external focus of attention. In conclusion, the analysis of balance time showed that statements of external-focus of high school and university group was more effective than that of middle school.