The aim of this study was determine the effects of internal versus external attentional focus strategies on the performance and learning in novice children and adolescences. At the practice phase، participants (76 men; 8-9; 10-11; 13-14 years، & right-foot dominant) without prior experience were required to dribble a colorful soccer ball quickly and accurately through a slalom course on the grass field. Participants were randomly assigned to two groups. They asked to recall which part of the foot (internal) was touching the ball or which color of the ball (external) is facing up at 3 random points during the trial. Retention and transfer (external evaluation) performed without instructions or reminder on day 2. Movement time (MT) and errors data were analyzed in analysis of variance with repeated measures on the trials. The internal focus condition had lower errors during practice، but the external focus showed faster MT during transfer.
