University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effect of Variability of Practice on the Basketball Free-Throw Learning under Implicit and Explicit ConditionsThe Effect of Variability of Practice on the Basketball Free-Throw Learning under Implicit and Explicit Conditions3353526401710.22059/jmlm.2017.40364.737FABehrouzAbdoliAssociate Professor, Department of Motor Behavior, Faculty of Physical Education, Shahid Beheshti University, Tehran, Iran1111-2222-3333-4444AlirezaFarsiAssociate Professor, Department of Motor Behavior, Faculty of Physical Education, Shahid Beheshti University, Tehran, Iran0000-0002-2086-6632MasoudAriafarM.Sc. in Motor Behavior, Shahid Beheshti University, Tehran, IranJournal Article20131223 <br />Motor and field characteristic change is called variability of practice that the learner experiences during skill practice. This study was designed to compare the effect of variability of practice on the basketball free-throw learning in implicit and explicit conditions. For this purpose, 40 male (20-27 years old) Shahid Beheshti University students were voluntarily selected and were randomly divided into four groups: implicit learning with variable practice, implicit learning with constant practice, explicit learning with variable practice and explicit learning with constant practice after a pretest. Variable practice groups performed 45 throws from 1.5, 3 and 4 meters distances from the target while constant practice groups had these throws from 3 meters distance each session for 6 days. Implicit learning groups performed a secondary task of counting from 1000 in a reverse order for every triad number along with the free-throw task. But the explicit learning groups performed the free-throw task without a secondary task. The acquisition, retention (48 hours after the last acquisition phase) and transfer (from a 4.6 meters distance) tests were conducted. For data analysis, analysis of variance with repeated measures, two-way ANOVA and Tukey post hoc test were used (<em>P</em><0.05). The results showed that all groups improved in the acquisition phase (<em>P</em>>0.001) while the main effect of learning and practice was not significant (<em>P</em>>0.05). In addition, in the retention and transfer phases, the main effect of learning type, practice type and the interaction between practice and learning was not significant (<em>P</em>>0.05). Therefore, the results of the present study disagreed with Schmidt's schema theory. <br /><strong> </strong> <br />Motor and field characteristic change is called variability of practice that the learner experiences during skill practice. This study was designed to compare the effect of variability of practice on the basketball free-throw learning in implicit and explicit conditions. For this purpose, 40 male (20-27 years old) Shahid Beheshti University students were voluntarily selected and were randomly divided into four groups: implicit learning with variable practice, implicit learning with constant practice, explicit learning with variable practice and explicit learning with constant practice after a pretest. Variable practice groups performed 45 throws from 1.5, 3 and 4 meters distances from the target while constant practice groups had these throws from 3 meters distance each session for 6 days. Implicit learning groups performed a secondary task of counting from 1000 in a reverse order for every triad number along with the free-throw task. But the explicit learning groups performed the free-throw task without a secondary task. The acquisition, retention (48 hours after the last acquisition phase) and transfer (from a 4.6 meters distance) tests were conducted. For data analysis, analysis of variance with repeated measures, two-way ANOVA and Tukey post hoc test were used (<em>P</em><0.05). The results showed that all groups improved in the acquisition phase (<em>P</em>>0.001) while the main effect of learning and practice was not significant (<em>P</em>>0.05). In addition, in the retention and transfer phases, the main effect of learning type, practice type and the interaction between practice and learning was not significant (<em>P</em>>0.05). Therefore, the results of the present study disagreed with Schmidt's schema theory. <br /><strong> </strong>University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023A Comparison of Mental Toughness in Skilled and Novice ClimbersA Comparison of Mental Toughness in Skilled and Novice Climbers3533666403410.22059/jmlm.2017.114605.882FAFatemehRezaeeInstructor, Faculty of Humanities, Faculty Member of Department of Motor Behavior, Semnan University, Semnan, Iran0000-0002-8395-5974FazlolahBagherzadehAssociate Professor, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranM.HosseinSadeghzadehMSc of Physical Education, Semnan University, Semnan, IranJournal Article20141230 <br />Mental toughness is the ability to increase the flow of the positive energy against obstacles. The aim of the present study was to compare mental toughness of male and female skilled and novice climbers. 130 climbers that were randomly selected and divided to skilled and novice groups. Data were collected through Mental Toughness Questionnaire of Sheard, Golby and Van Wersch. Data were analyzed using multivariate analysis of variance and LSD post hoc test (<em>P</em>≤0.05). The results showed that the main effect of skill was not significant but the main effect of gender and interaction between gender and skill were significant. Further analysis on the data showed that the highest mean belonged to the male skilled climbers in confidence component and the lowest mean belonged to female novice climbers in control component. Male skilled climbers were also significantly higher in all three subscales of confidence, control, and stability than female skilled climbers. So, it is suggested that according to the nature of climbing which is an endurance and risky exercise, merely being skilled at developing the mental toughness of climbers was not a criterion and other factors such as gender and its interaction with skill play an important role as well. <br />Mental toughness is the ability to increase the flow of the positive energy against obstacles. The aim of the present study was to compare mental toughness of male and female skilled and novice climbers. 130 climbers that were randomly selected and divided to skilled and novice groups. Data were collected through Mental Toughness Questionnaire of Sheard, Golby and Van Wersch. Data were analyzed using multivariate analysis of variance and LSD post hoc test (<em>P</em>≤0.05). The results showed that the main effect of skill was not significant but the main effect of gender and interaction between gender and skill were significant. Further analysis on the data showed that the highest mean belonged to the male skilled climbers in confidence component and the lowest mean belonged to female novice climbers in control component. Male skilled climbers were also significantly higher in all three subscales of confidence, control, and stability than female skilled climbers. So, it is suggested that according to the nature of climbing which is an endurance and risky exercise, merely being skilled at developing the mental toughness of climbers was not a criterion and other factors such as gender and its interaction with skill play an important role as well.University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effect of Attentional Focus of Supra-Postural Task on Performance and Learning of Postural Control in Girls Aged between 9 and 12The Effect of Attentional Focus of Supra-Postural Task on Performance and Learning of Postural Control in Girls Aged between 9 and 123833676401810.22059/jmlm.2017.122463.926FANastaranNaderiradM.Sc. in Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranAli AkbarJaberi MoghadamAssistant Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranShahzadTahmasebi BoroujeniAssociate Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran0000-0002-0875-3993Journal Article20150427 <br />Postural control is one of the important abilities in daily life and sport activities of human beings and the importance of focus of attention is always discussed in this issue. In this regard, the aim of the present study was to investigate the effect of the instructions of focus of attention of supra-postural task on performance and learning of postural control in girls aged between 9 and 12. 45 female students in an elementary school in Malayer city participated in this study and were randomly divided into 3 groups: external attention, internal attention and control by drawing of lots. The participants were asked to maintain their postural control by instructions on supra-postural task. Instructions included focus of attention on the bar they held horizontally (external focus), on their hands (internal focus) and no instructions (control). The results of analysis of variance with repeated measures showed that learning process in external focus group was significant compared with the internal focus (<em>P</em>=0.049) and control (<em>P</em>=0.005) groups. However, no significant differences were found in learning between internal focus and control groups (<em>P</em>=0.345). It can be concluded that external attention instruction on supra-postural task led to better postural control than internal attention instruction. <br />Postural control is one of the important abilities in daily life and sport activities of human beings and the importance of focus of attention is always discussed in this issue. In this regard, the aim of the present study was to investigate the effect of the instructions of focus of attention of supra-postural task on performance and learning of postural control in girls aged between 9 and 12. 45 female students in an elementary school in Malayer city participated in this study and were randomly divided into 3 groups: external attention, internal attention and control by drawing of lots. The participants were asked to maintain their postural control by instructions on supra-postural task. Instructions included focus of attention on the bar they held horizontally (external focus), on their hands (internal focus) and no instructions (control). The results of analysis of variance with repeated measures showed that learning process in external focus group was significant compared with the internal focus (<em>P</em>=0.049) and control (<em>P</em>=0.005) groups. However, no significant differences were found in learning between internal focus and control groups (<em>P</em>=0.345). It can be concluded that external attention instruction on supra-postural task led to better postural control than internal attention instruction.University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effect of Easy and Difficult Goal Setting on Acquisition and Retention of Basketball Free Throws in Children with Mental RetardationThe Effect of Easy and Difficult Goal Setting on Acquisition and Retention of Basketball Free Throws in Children with Mental Retardation3854046403610.22059/jmlm.2017.138388.1011FAMohadesehMohammadiMSc of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Isfahan, Isfahan, IranAhmadrezaMovahediProfessor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Isfahan, Isfahan, Iran0000-0002-2313-4752HamidSalehiAssistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Isfahan, Isfahan, IranShilaSafavi HomamiAssistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Isfahan, Isfahan, IranJournal Article20151213Goal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total of twenty one AWMR educable students (aged between 8 and 13) were assigned to either a difficult or easy goals group. Participants exercised the task for nine sessions across acquisition phase. Both groups performed a pretest before the acquisition sessions. Acquisition tests were taken during acquisition phase, and immediate and delayed retention tests were also taken after 2 and 10 days of no practice respectively. We performed statistical analyses with a repeated measures analysis of variance (ANOVA), and an independent t test. Results showed that easy goal setting group significantly improved their performance in acquisition and retention phases (P<0.05) while difficult goal setting group showed no improvement in their performance. These findings suggest that setting easy goals instead of difficult goals improves the performance of basketball free throws in children with mental retardationGoal setting is a motivational item that is usually used for enhancing sport skills learning. The aim of the present study was to investigate the effect of easy versus difficult goals on acquisition and retention of basketball free throws in educable children with mental retardation (AWMR). A total of twenty one AWMR educable students (aged between 8 and 13) were assigned to either a difficult or easy goals group. Participants exercised the task for nine sessions across acquisition phase. Both groups performed a pretest before the acquisition sessions. Acquisition tests were taken during acquisition phase, and immediate and delayed retention tests were also taken after 2 and 10 days of no practice respectively. We performed statistical analyses with a repeated measures analysis of variance (ANOVA), and an independent t test. Results showed that easy goal setting group significantly improved their performance in acquisition and retention phases (P<0.05) while difficult goal setting group showed no improvement in their performance. These findings suggest that setting easy goals instead of difficult goals improves the performance of basketball free throws in children with mental retardationUniversity of TehranJournal of Sports and Motor Development and Learning2008-93339320171023Emergence of Meta-Stability and the Extent of Metastable Regions in Fencers with Different Motor Skill LevelsEmergence of Meta-Stability and the Extent of Metastable Regions in Fencers with Different Motor Skill Levels4054226401910.22059/jmlm.2017.137066.999FABahramGhafariPhD Student of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranMehdiShahbaziAssociate Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran0000-0002-2148-4150MehdiAghapourAssistant Professor, Department of Motor Learning and Control, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranElhamShirzadAssistant Professor, Department of Sport Medicine, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, IranJournal Article20151124 <br />Meta-stability is a relatively stable region in which system components tend to cooperate to reach performance goals of movement while maintaining their separate and flexible characters. Participants were assigned to 3 skill groups: coordination (<em>n</em>=10), coordination control (<em>n</em>=10), and optimized control (<em>n</em>=10). Each two fencers fought in each group. Results of cluster analysis and empirical density indicated the emergence of a metastable region in coordination control group (between 1.689276- 2.270372), two metastable regions in optimized control group (between 0.9824658- 1.00113699 and 1.843131-2.333738) and no metastable region in coordination group. Moreover, the binomial test showed that the proportion of using modes of actions in metastable regions in coordination control and optimized control groups had no significant difference (<em>P</em>=0.4888). But the extent of metastable region in the coordination control group was significantly greater. Findings of this study showed that fencers' motor system is metastable depending on their skill level and the extent of metastable regions was different in each level. To design learning and organizing practice, sport coaches can lead the athletes to metastable regions to emerge the most functional motor responses. <br />Meta-stability is a relatively stable region in which system components tend to cooperate to reach performance goals of movement while maintaining their separate and flexible characters. Participants were assigned to 3 skill groups: coordination (<em>n</em>=10), coordination control (<em>n</em>=10), and optimized control (<em>n</em>=10). Each two fencers fought in each group. Results of cluster analysis and empirical density indicated the emergence of a metastable region in coordination control group (between 1.689276- 2.270372), two metastable regions in optimized control group (between 0.9824658- 1.00113699 and 1.843131-2.333738) and no metastable region in coordination group. Moreover, the binomial test showed that the proportion of using modes of actions in metastable regions in coordination control and optimized control groups had no significant difference (<em>P</em>=0.4888). But the extent of metastable region in the coordination control group was significantly greater. Findings of this study showed that fencers' motor system is metastable depending on their skill level and the extent of metastable regions was different in each level. To design learning and organizing practice, sport coaches can lead the athletes to metastable regions to emerge the most functional motor responses.University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023Psychometric Properties of the Persian Version of Mindfulness Inventory for Sport (MIS)Psychometric Properties of the Persian Version of Mindfulness Inventory for Sport (MIS)4234436403510.22059/jmlm.2017.135776.994FAVali OllahKashaniAssistant Professor, Department of Physical Education and Sport Sciences, University of Semnan, Semnan, IranMansourehMokaberianAssistant Professor, Faculty of Sports Sciences, Shahrood University of Technology, Shahrood, Iran0000-0003-1236-2327ElaheMostafaifarMSc of Motor Behavior, Semnan University, Semnan, IranJournal Article20151123 <br />Mindfulness is a cognitive process during which the mindful persons focus their attention to experience feelings and incidents happening in the present moment within or around themselves. The aim of this study was to determine validity and reliability of the Persian version of Mindfulness Inventory for Sport. For this purpose, 150 athletes with different levels of skills in 7 sport fields, individual and team, were selected by cluster random sampling method and completed the Persian version of this inventory. The method of the research was as follows: firstly, using translation-back translation method, translate accuracy of the Persian version of this inventory was confirmed. Confirmatory factor analysis based on structural equation modeling was used to determine construct validity of this Persian version. Cronbach alpha coefficient was used to determine internal consistency and intra-class correlation coefficient under test-retest method was used to study temporal reliability of items. The results showed that first-order (RMSEA=0.042, CFI=0.97 and TLI=0.96) and second-order (RMSEA=0.042, CFI=0.97 and TLI=0.96) confirmatory factor analyses, Cronbach alpha coefficients (<em>ɑ</em>=0.79) and intra-class correlation (0.85) of the Persian version of Mindfulness Inventory for Sport supported 3-factor and 15-item structure of this inventory and confirmed validity and reliability of this inventory. <br />Mindfulness is a cognitive process during which the mindful persons focus their attention to experience feelings and incidents happening in the present moment within or around themselves. The aim of this study was to determine validity and reliability of the Persian version of Mindfulness Inventory for Sport. For this purpose, 150 athletes with different levels of skills in 7 sport fields, individual and team, were selected by cluster random sampling method and completed the Persian version of this inventory. The method of the research was as follows: firstly, using translation-back translation method, translate accuracy of the Persian version of this inventory was confirmed. Confirmatory factor analysis based on structural equation modeling was used to determine construct validity of this Persian version. Cronbach alpha coefficient was used to determine internal consistency and intra-class correlation coefficient under test-retest method was used to study temporal reliability of items. The results showed that first-order (RMSEA=0.042, CFI=0.97 and TLI=0.96) and second-order (RMSEA=0.042, CFI=0.97 and TLI=0.96) confirmatory factor analyses, Cronbach alpha coefficients (<em>ɑ</em>=0.79) and intra-class correlation (0.85) of the Persian version of Mindfulness Inventory for Sport supported 3-factor and 15-item structure of this inventory and confirmed validity and reliability of this inventory.University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effect of Games and Activities Based on Sher's Project on Fine and Gross Motor Skills in Slow-Paced ChildrenThe Effect of Games and Activities Based on Sher's Project on Fine and Gross Motor Skills in Slow-Paced Children4454566402010.22059/jmlm.2017.222170.1191FASogandGhasemzadehAssistant professor , facuity of psychology & education university of tehran .NayerehNaghdiMSc Student of Psychology of Exceptional Children, University of Tehran, Tehran, IranGholam.AliAfroozDistinguished professor dr. g. ali afrooz faculty of psychology and education university of tehran , president asian federation of word council for psychotherapy0000-0001-8118-9332Journal Article20161207 The present study aimed at investigating the effect of games and activities based on Sher’s Project on slow-paced children’s fine and gross motor skills. The population of the study consisted of all slow-paced children aged between 6 and 8 in the city of Isfahan during the 2015-2016 academic year. The sample included 30 male slow-paced students selected by the convenience sampling method. Then, they were randomly divided into two groups: experimental (15 participants) and control (15 participants). To assess their fine and gross motor skills, the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) was employed. The experimental group was trained with games and activities based on Sher’s Project during 24 one-hour sessions, and the control group received no training. To analyze the data, SPSS-21 and MANCOVA were used. The results indicated that games and activities based on Sher’s Project affected gross motor skills (<em>P</em>=0.001) and fine motor skills (<em>P</em>=0.001) in slow-paced children. Accordingly, it can be inferred that games and activities based on Sher’s Project are appropriate to improve fine and gross motor skills in slow-paced children and can be used in educational and rehabilitation centers.<strong><br /></strong> The present study aimed at investigating the effect of games and activities based on Sher’s Project on slow-paced children’s fine and gross motor skills. The population of the study consisted of all slow-paced children aged between 6 and 8 in the city of Isfahan during the 2015-2016 academic year. The sample included 30 male slow-paced students selected by the convenience sampling method. Then, they were randomly divided into two groups: experimental (15 participants) and control (15 participants). To assess their fine and gross motor skills, the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) was employed. The experimental group was trained with games and activities based on Sher’s Project during 24 one-hour sessions, and the control group received no training. To analyze the data, SPSS-21 and MANCOVA were used. The results indicated that games and activities based on Sher’s Project affected gross motor skills (<em>P</em>=0.001) and fine motor skills (<em>P</em>=0.001) in slow-paced children. Accordingly, it can be inferred that games and activities based on Sher’s Project are appropriate to improve fine and gross motor skills in slow-paced children and can be used in educational and rehabilitation centers.<strong><br /></strong>University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023A Comparison of Observational Models in Learning Various TasksA Comparison of Observational Models in Learning Various Tasks4574756402710.22059/jmlm.2017.220713.1186FAMahtabArabiStudent of Physical Education (Motor Behavior), Islamic Azad University, Science and Research Branch, Tehran, Iran0000-0001-8464-8055AbdollahGhasemiAssistant Professor, Islamic Azad University, Science and Research Branch, Tehran, Iran0000-0001-7113-6894Seyed Mohammad KazemVaez MousaviProfessor, Imam Hossein University, Tehran, IranJournal Article20170102 <br />The aim of this study was to compare observational models in learning motor task of receiving a volleyball ball and motor-cognitive task of juggling with 3 balls. The participants were 80 female students aged between 19 and 25. 40 subjects participated in each task. Participants were divided into 4 groups: novice model observation, expert, mixed and physical practice. All observational groups watched their own model via video tapes. In this study, some acquisition phases, retention and transfer tests were carried out in all two tasks. In acquisition phase, data were analyzed with ANOVA with repeated measures and in retention and transfer tests one-way ANOVA test and proper post hoc tests were used (<em>P</em><0.05). In the acquisition phase, observation of expert-novice model in the motor task was better than the other groups but this predominance was not significant. But in the retention and transfer tests, observation of this model had a significant predominance. In the cognitive-motor task, the observation of novice model was better than the other groups during the acquisition phase, retention and transfer tests but this predominance was not significant in the transfer test. Finally,based on the results of the present study, it is suggested that various modeling methods should be used to learn different tasks. <br />The aim of this study was to compare observational models in learning motor task of receiving a volleyball ball and motor-cognitive task of juggling with 3 balls. The participants were 80 female students aged between 19 and 25. 40 subjects participated in each task. Participants were divided into 4 groups: novice model observation, expert, mixed and physical practice. All observational groups watched their own model via video tapes. In this study, some acquisition phases, retention and transfer tests were carried out in all two tasks. In acquisition phase, data were analyzed with ANOVA with repeated measures and in retention and transfer tests one-way ANOVA test and proper post hoc tests were used (<em>P</em><0.05). In the acquisition phase, observation of expert-novice model in the motor task was better than the other groups but this predominance was not significant. But in the retention and transfer tests, observation of this model had a significant predominance. In the cognitive-motor task, the observation of novice model was better than the other groups during the acquisition phase, retention and transfer tests but this predominance was not significant in the transfer test. Finally,based on the results of the present study, it is suggested that various modeling methods should be used to learn different tasks.University of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effects of Instruction of Intellectual Biorhythm Feedback on Movement Performance in Athlete and Non-Athlete StudentsThe Effects of Instruction of Intellectual Biorhythm Feedback on Movement Performance in Athlete and Non-Athlete Students4774926403710.22059/jmlm.2017.216913.1152FARosaRahaviAssistant Professor, Faculty of physical education and sport sciences University of Al-Zahra000-0003-4478-5674HamidAbbasiAssistant Professor, physical education and sport sciences group Faculty of Educative Science and Psychology Yazd UniversityFaridehBayarehMaster of Motor Behavior- Learning Physical Education, Faculty of Educative Science and Psychology Yazd UniversityJournal Article20161002The purpose of this study was to determine the effect of instruction intellectual biorhythm feedback on the movement Performance of the students were athletes and non-athletes. The case studies were selected in access style include 144 male and female student athletes and non- athletes with an average age of 21.5 years. They were divided in 2 groups of athletes and non- athletes and each of the groups under three different conditions biorhythm cycle (intellectual biorhythm peak, intellectual biorhythm Peak + feedback, control) in pre-test and then randomly divided into 6 groups and Participated in 3 times in motor function test. The data were analyzed in pre-test by one-way analysis of variance (ANOVA) test and to comparing different groups by Mix ANOVA with repeated measure test on a plot (2*3*3) and to identify differences by Bonferroni post hoc tests in a significance level pThe purpose of this study was to determine the effect of instruction intellectual biorhythm feedback on the movement Performance of the students were athletes and non-athletes. The case studies were selected in access style include 144 male and female student athletes and non- athletes with an average age of 21.5 years. They were divided in 2 groups of athletes and non- athletes and each of the groups under three different conditions biorhythm cycle (intellectual biorhythm peak, intellectual biorhythm Peak + feedback, control) in pre-test and then randomly divided into 6 groups and Participated in 3 times in motor function test. The data were analyzed in pre-test by one-way analysis of variance (ANOVA) test and to comparing different groups by Mix ANOVA with repeated measure test on a plot (2*3*3) and to identify differences by Bonferroni post hoc tests in a significance level pUniversity of TehranJournal of Sports and Motor Development and Learning2008-93339320171023The Effect of Physical Fatigue on Special Skill of Basketball Shooting in Expert PlayersThe Effect of Physical Fatigue on Special Skill of Basketball Shooting in Expert Players4935136403810.22059/jmlm.2017.235301.1258FAFarzanehHatamiAssociate Professor, Motor Behavior Department, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran0000-0003-3493-5966FarshidTahmasbiAssociate Professor, Motor Behavior Department, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran0000-0001-8946-5856ElaheMirmiranM.Sc. of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, IranJournal Article20170703The aim of the present study was to examine the effect of physical fatigue on special skill of basketball shooting in expert players. 10 male basketball players (mean age 24.9 years and average sport experience 10.5 years) voluntarily participated in this study. In the pretest, players performed 150 shoots from 5 distances: 3.35, 3.96, 4.57, 5.18 & 5.79 meters from the basket (each location 30 shoots). In the posttest, RAST test was used to create fatigue. Players completely performed RAST once before performance in any distance, and then immediately performed their 30 shoots. The results of linear regression and one-sample t test showed a significant difference between actual and predicted performances of players at the penalty point in both pretest and posttest supporting the special skill effect.Results of dependent t test also revealed a significant difference in performance of players between in penalty point and the farthest point in pretest and posttest. Finings of this study suggested that players showed special skill in the penalty point and physical fatigue had no significant effect on the performance of players and did not reduce the quality of their performance at that point. <br /><strong> </strong>The aim of the present study was to examine the effect of physical fatigue on special skill of basketball shooting in expert players. 10 male basketball players (mean age 24.9 years and average sport experience 10.5 years) voluntarily participated in this study. In the pretest, players performed 150 shoots from 5 distances: 3.35, 3.96, 4.57, 5.18 & 5.79 meters from the basket (each location 30 shoots). In the posttest, RAST test was used to create fatigue. Players completely performed RAST once before performance in any distance, and then immediately performed their 30 shoots. The results of linear regression and one-sample t test showed a significant difference between actual and predicted performances of players at the penalty point in both pretest and posttest supporting the special skill effect.Results of dependent t test also revealed a significant difference in performance of players between in penalty point and the farthest point in pretest and posttest. Finings of this study suggested that players showed special skill in the penalty point and physical fatigue had no significant effect on the performance of players and did not reduce the quality of their performance at that point. <br /><strong> </strong>