Alireza Farsi; Maryam Ekradi; Zahra Asgari; Mina Gholami
Volume 2, Issue 1 , April 2010, , Pages 57-73
Abstract
The present research examined the effect of different feedbacks such as blocked, random and specialized to the most difficult part of a task on acquisition and retention of badminton high service. At first, 10 expert badminton players performed 10 trial high service and 10 with probe technique to determine ...
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The present research examined the effect of different feedbacks such as blocked, random and specialized to the most difficult part of a task on acquisition and retention of badminton high service. At first, 10 expert badminton players performed 10 trial high service and 10 with probe technique to determine the most difficult part of the high service. The difference between the two scores defined the most difficult part of the skill. Then, 33 participants were assigned to one of three groups: blocked, random and specialized feedback to the most difficult part of the skill. Acquisition phase consisted of three 50-trial blocks with 10 trials at the end of each block as the acquisition test. Immediate retention was performed ten minutes after acquisition trials; delayed retention, Scott & Fox quantitative test and transfer test were performed 24 hours later. Data were analyzed by mixed ANOVA (3 Groups ? (3 tests) and one-way ANOVA. The results showed a significant difference between groups in delayed retention of whole task (??0.05). The results also showed that to learn the whole skill, random feedback would lead to better retention performance but there was no difference between groups in the most difficult part of the skill.
