Effects of Attentional Focus-Modulated Instruction on Fundamental Motor Skill Acquisition on the Balance Beam in Female Artistic Gymnasts
DOI:
https://doi.org/10.26400/Sep./69/16الكلمات المفتاحية:
Attentional Control, Balance Beam, Women's Artistic Gymnastics.الملخص
This study aims to determine the effect of an instructional curriculum based on attentional control on learning selected fundamental balance beam skills in women's artistic gymnastics among female collegiate students. The significance of the study lies in enhancing motor performance on the balance beam through active learning modalities, which have proven effective across individual and team sports, by examining their pedagogical efficacy in female artistic gymnastics. The research problem centers on the technical complexity of balance beam skills, which require intricate motor coordination, elevated cognitive processing, focused task engagement, reduced anxiety and distraction, and enhanced kinesthetic-proprioceptive awareness.
The researcher employed a two-group pretest-posttest experimental design (N = 20), with female students randomly allocated into an experimental group ($n = 10) and a control group (n = 10). Data were processed using SPSS.
The findings revealed that attentional control—facilitated through dynamic balance drills and multimodal perceptual strategies such as the "Listening Triangle" (integrating acoustic, visual, and somatosensory feedback)—significantly enhanced fundamental balance beam skill acquisition. Marked improvements were observed in performance stability, error reduction, and postural proprioception, leading to more precise and confident execution. The study recommends structuring instruction around sensory input channeling, skill segmentation, motor imagery, internal and external visual focus optimization, and audiovisual feedback to accelerate acquisition and long-term retention of core skills (e.g., front and back supports) while utilizing auxiliary tools such as balance discs to enhance learning outcomes.
التنزيلات
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