Introduction: The present study was designed to investigate the effect of visual and skill training on learning FOREHAND DRIVE in TABLE TENNIS and motor-perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception). Materials and Methods: Forty volunteer female students (Mean± SD age: 21. 50± 0. 78 years) were selected and randomly assigned to one of four groups (each group had 10 participants): visual and TENNIS training group, visual training group, TENNIS training group, and control group. Motor perceptual abilities (reaction time, coincidence-anticipation timing, eye-hand coordination, and depth perception) and FOREHAND DRIVE performance were measured before and after the training period, and also after 24 h retention period. After the pretest, including the accuracy of the kicks test for assessment of FOREHAND DRIVE in TABLE TENNIS and motorperceptual test, the experimental groups underwent four weeks (three sessions per week) of visual training, TABLE TENNIS FOREHAND training, or both. The control group followed their normal daily life for the whole study period. Then, they participated in the posttest and 24 h later in the retention test of kick accuracy. Results: The results revealed that visual and TABLE TENNIS training, visual training, and TABLE TENNIS training had a significant effect on the reaction time (P=0. 001), coincidence-anticipation timing (P=0. 001) and eye-hand coordination (error time) (P=0. 01). Moreover, visual and TENNIS training and TABLE TENNIS training had a significant effect on the acquisition (P=0. 001) and retention of FOREHAND DRIVE (P=0. 005). Besides, the post hoc LSD (Least Significant Difference) test showed that visual and TENNIS training had a more significant impact on the learning FOREHAND DRIVE. Visual training and TENNIS training had a significant effect on eye-hand coordination (number of errors). The three types of training programs were not effective in the depth of perception. Conclusion: Visual training can be used as a supplementary program in the athletes’ training schedule.

The purpose of this study was to determine the effect of distribution of practice on the acquisition, retention with different intervals 1, 7, and also judgment of learning accuracy of FOREHAND DRIVE in TABLE TENNIS. The 32 female student with 18-24 years old that passed specialized TABLE TENNIS unit, contributed as convicted. They randomly were divided to massed and distributed practice groups. The skill used in this study was the FOREHAND DRIVE. After pretest, the massed group practiced all 240 Trails in one session, and the distributed practice group practiced 60 trials per day on 4 consecutive days. After acquisition phase, Participants were asked to predict performance on the retention phase. Participants were asked, “ what would you predict your average score on the first the retention test? “ And then half of participants of each group contributed for a retention test 1 day later, half of other participants of each group contributed for retention test 7 days later. The data were analyzed by independent sample t test and two – way analysis of variants (ANOVA) with repeated test. The result showed significant differences between massed and distributed practice groups in the acquisition, retention (1, 7) test and also judgment of learning (p<0. 05). Indeed, spacing practice affect acquisition and retention and judgment of learning. This findings suggested spacing practice affect performance and learning and also when learners predict or estimate their performances, they experience suiTABLE strategies for practice circumstances and it can effective factor on performance.

Background and Objective: Motor imagery is widely used in sports skill instruction. It has recently gained attention as a compensation way in the form of motor performance training for Parkinson and brain stroke patients. However, a novel way of imagery called PETTLEP (Physical, Environment, Task, Timing, Learning, Emotion and Perspective) has not been investigated in multiple sclerosis patients. Therefore, the purpose of this study was to investigate the effect of PETTLEP and physical training on the performance and learning of TENNIS FOREHAND in multiple sclerosis (MS) patients. Methods: The present study was semi-experimental, including intra/inter group design. For this purpose, 33 patients with MS (37. 5± 3. 02) were participated as a statistical sample in this study, who purposively selected among referrals to MS Society of Kermanshah city (Krmanshah province, West of Iran). First, Kinestatic and visual imagery questionnaire (Malouin et al, 2007) was used to examine the imagery ability of MS patients. Then Edinburgh Handedness Inventory Questionnaire was used to confirm the right-handedness of the subjects. After that, a TABLE TENNIS FOREHAND pre-test was taken from the subjects. They were divided to three groups of PETTLEP imagery, physical training and PETTLEP imagery and physical training (combined group) based on pre-test scores with Peer-matching method. The PETTLEP imagery group intervention included mental imagery practice of TABLE TENNIS FOREHAND using the PETTLEP method during 30 minutes. The physical training group performed practically TABLE TENNIS FOREHAND skill during the same time in each session. Combined group were placed under the PETTLEP imagery (15 minutes) and physical training (15 minutes). All groups 3 sessions each week (for 6 weeks) performed related intervention. After one week from intervention, retention (similar to pre-test) and transfer (parallel FOREHAND; change direction of FOREHAND) tests were performed. The research tool included the accuracy test of the TABLE TENNIS FOREHAND, which was designed by Lio and Master. The repeated measure ANOVA test was used to analyze the acquisition sessions. Observed significant effects were further assessed with LSD posthoc tests. As well as, one-way was used to compare the groups in pre-test, post-test, retention and transfer tests. These analyses were based on Shapiro-Wilk's of normality and homogeneity of variance tests for all analyses, the level of significance was set at p<0. 05. Results: For MS patients, repeated measures ANOVA in acquisition sessions showed effects of groups (p=0. 003, η 2 =0. 324), sessions (p<0. 001, η 2 =0. 0865), and interaction (p<0. 001, η 2 =0. 208) was significant. Post hoc test showed that that TENNIS FOREHAND accuracy of the all groups improved during acquisition sessions (p<0. 05), and the TENNIS FOREHAND accuracy of the PETTLEP imagery group was significantly less than the physical training (p=0. 014), and combined groups (p=0. 001). Whereas, there was no significant difference between the physical training and Combined groups (p>0. 05). In addition, results of one-way ANOVA in retention test showed that the TENNIS FOREHAND accuracy of the combined group was better than the physical training (p=0. 001), and PETTLEP imagery groups (p<0. 001). As well as the physical training group was better than the PETTLEP imagery groups (p=0. 001). Results of transfer test showed that the FOREHAND accuracy of the PETTLEP imagery group was significantly less than the physical training (p<0. 001), and combined groups (p=0. 002), whereas, there was no significant difference between the physical training and Combined groups (p=0. 125). Conclusion: Based on the findings, it seems the combination of physical exercises with PETTLEP imagery could be more effective as a treatment for multiple sclerosis patients. Only PETTLEP imagery could not be a suiTABLE alternative for physical training alone.

The aim of this study was comparing the effect of two practical approaches in term of practice order and cognitive effort amount on acquisition and retention of FOREHAND skill. To do this 60 female university students randomly assigned to one of five groups (blocked, blocked-random, random, behavioral- decision and decision). After pretest, participants completed 360 Trial of FOREHAND and chop in acquisition. After ten minutes, immediate retention and 24 hours later delayed retention test in a 20-trial block of FOREHAND were conducted. Mixed ANOVA (groups 5) × (sessions 6) showed there is no difference between groups. Data analysis in delayed retention test showed a meaningful difference between groups. In conclusion mixed practice, because of blending high and low cognitive effort, had positive effect on retention.

The aim of this study was to investigate the effect of 8 weeks visual and sport skills training on selected visual skills and sport skills among novice TABLE TENNIS and basketball players. 60 novice male athletes were randomly divided into 6 groups: (1- visual training and basketball layup, 2- visual training and TABLE TENNIS FOREHAND derive, 3- basketball layup, 4- TABLE TENNIS FOREHAND derive, 5- visual training and 6- control). Based on their training, Revien and Gabor (1981) visual training and sport skill drills were used. Before and after 8 weeks training, we used 6 visual skill tests and sport training tests. Data analysis done by t test and multiple ANOVA shown that all of the experimental groups had enhancement in their visual skills and sport skills based on their training. Visual and TABLE TENNIS group had better performance in comparison with visual and basketball group. It seems that the combination of visual and sport skills training is better than exclusive sport and visual training. Also the nature of sport skills and their visual demands can affect the visual training programming.

The purpose of the present study was to investigate the effect of variability of attentional focus distance by self-talk on the learning of TABLE TENNIS FOREHAND in. After pretest, the participants performed 180 FOREHAND strokes during 6 sessions with repeating the words "slightly rotation" in the internal focus group "slightly open" in the near external focus group, "over the net" in the far external focus group, and each of the words "slightly rotation, slightly open, and over the net" respectively in each 2 sessions in the increasing distance of attentional focus group. Control group performed without self-talk during acquisition phase. Retention test as performed 48 hours after acquisition test in the same situation without self-talk, and after break, transfer test was done by changing the direction of target (parallel FOREHAND) without self-talk. The accuracy and the pattern of FOREHAND strokes were measured by a 5 point-scale (Liao and Masters, 2001) and researcher-made scale, respectively) .According to the results of 2-factor mixed ANOVA, acquisition, retention, and transfer of FOREHAND accuracy in internal focus of attention group were significantly lower than other groups (p<0.05).Furthermore, the effect of increasing attentional focus distance on acquisition of FOREHAND pattern was significant. The effect of near external attentional focus on retention of pattern was significant. But transfer of stroke pattern in control group was significantly more than far external focus group (p<0.05). Thus, it is recommended to use self-talk by increasing attentional focus and near external attentional focus and not to use internal focus of attention to instruct FOREHAND to novice adolescents.

The aim of this research was to study effectiveness of virtual reality and reality training with and without auditory information limitation on motor learning TABLE TENNIS FOREHAND. In this quasi-experimental study, 48 students novice (except physical education and sport science students) with age (20.28 ± 0.99) cluster multi-stage were selected and participants were assigned after pre-test and a training session according to age, high and obtain score, in two groups homogenous (reality training, reality training with auditory information limitation, virtual reality training, virtual reality training with auditory information limitation). These subjects were practice 6 sessions and each session 60 DRIVE FOREHAND TABLE TENNIS. Data using analysis of covariance and tukey post hoc test were analyzed. Results showed four group in DRIVE FOREHAND progressed and this improvement obtains from training. The results show that in acquisition and retention phase reality training without auditory information limitation group was better performance to with auditory information limitation group (P≤0.005) and between virtual reality groups with and without auditory information limitation, reality training and virtual reality groups and between reality training and virtual reality groups that they had auditory information limitation and finally, between reality training with auditory information limitation group and virtual reality group was not observed a significant difference (P≥0.005). The results show that practice in virtual reality as a game activated can be a substitute for reality practice and provide opportunities to better learn. Also, auditory information facilitates for performance.

This study aimed to investigate the effect of skill level matching in cooperative dyadic interactional practice on learning of FOREHAND TABLE TENNIS skill in adolescent girls. in a semi experimental method, 24 females (14-16ys) were selected by convenience sampling method from junior high school in Nahavand and were divided into two groups as Novice-Novice and Novice-skilled. Both groups performed five sessions of cooperative dyadic training with their arrangement (novice-novice and novice-skilled); each session consisted of 20 sets, which lengthened 3-minutes with a 1-minute time break between each set. Using TABLE TENNIS FOREHAND shot accuracy test, their FOREHAND performance was measured in the pre-test, post-test, retention and transfer stages. Shapiro-Wilk test was used to investigate the natural distribution of gathered data. Then, combined analysis of variance test and appropriate post hoc test were used to analyze the data. Findings: The results showed that both Novice-Novice and Novice-skilled groups showed significant improvement of FOREHAND TABLE TENNIS skills (p<. 05). Also, the Novice-skilled performed better in the acquisition, retention and transfer stages than the Novice-Novice group (p<. 05). The present finding suggests that the Novice-skilled arrangement was better than other method for learning of FOREHAND TABLE TENNIS skill during cooperative dyadic training because they benefit from optimized model observation and other related challenges and strategies during the practice.