Abolfazl Shayan; Davood Homeniyan; Hossein AbediniParizi; Jamal Fazel Kalkhoran
Abstract
The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that ...
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The aim of this study was to determine the interactional effects of various video
shows (skilled and self-model) and feedback type on performance and learning of
dart throwing skill. 90 volunteers were randomly divided into 6 groups including
self-control, experimenter control and yoked feedback that received either skilled
model or self-model. Three groups who watched the skilled model observed dart
throwing by a member of dart national team at first and at rest intervals whereas
self-model groups watched their own performance as a recorded movie. Selfcontrol
groups requested feedback from the examiner during their performance.
Yoked groups received feedback in those attempts on which self-control groups
requested feedback and experimenter-control groups received feedback by
examiner. Subjects trained for six days and then participated in the retention (after
48 hours) and transfer (immediately after retention) tests. The method of the study
was semi-experimental and data were analyzed using analysis of variance with
repeated measures, two-way analysis of variance and Bonferroni and Tukey post
hoc tests. Results showed that all six groups improved from pretest to acquisition,
retention and transfer. Regardless of the role of feedback, there was no difference
between skilled and self-model in any stages. Experimenter control feedback had
more efficiency than other feedbacks in the acquisition while self-control feedback
was better in retention and transfer. Furthermore, results showed that those
subjects who received self-control feedback had more learning when they observed
self-model. The main reason why self-model-self-control feedback group was better
than other groups could be the effect of motivational processes resulted from this
interaction and more coordination of this feedback with subjects’ demands.
Shida Ehsani; Elahe Arabameri; Ahmad Farokhi; Rasoul Zeydabadi
Volume 1, Issue 2 , October 2009, , Pages 87-102
Abstract
The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After ...
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The purpose of the present study was to investigate the effect of self-controlled (SC) and instructor-controlled (IC) feedbacks on the acquisition of dart motor skill using videotape feedback. For this purpose, 200 female volunteer students of University of Tehran participated in this research. After the questioners had been filled out, 36 individuals were randomly selected from 152 qualified participants. After a 10-trial pretest, they were divided into three groups: SC, IC, and Yoked group. The SC group received videotape feedback whenever they asked for it; the IC group after 5 trails, and the yoked group at the points that SF group received it. All the groups were videotaped. Practice phase consisted of 100 trials including 10 10-trail blocks. Retention and transfer tests were carried out 48 hours later. Foe data analysis, one-way ANOVA, repeated measures and Tukey test were used and EXCEL software was used to draw the plots. The results showed that the type of feedback had a significant effect on the form and accuracy of dart motor skill in acquisition, retention and transfer (P