University of Tehran Journal of Sports and Motor Development and Learning 2008-9333 5 3 (13) 2013 10 23 The Effect of Feedback on Successful and Unsuccessful Trials on Learning Simple and Complex Tracking Tasks The Effect of Feedback on Successful and Unsuccessful Trials on Learning Simple and Complex Tracking Tasks 5 25 32132 10.22059/jmlm.2013.32132 FA Zahra Estiri Hakim Sabzevari University Elaheh Arab Ameri University of Tehran Rasoul Hamayat Talab University of Tehran Mahmoud Shiekh University of Tehran Elaheh Hejazi University of Tehran Roza Rahavi Yazd University Ali Chashmi Hakim Sabzevari University Journal Article 2011 12 01 There is no doubt that augmented feedback has an important role in improving learning. However, it is the content of the feedback which is challenging. The aim of the present study was to examine the effect of feedback on successful versus unsuccessful trials on simple and complex tracking tasks. For this purpose, 48 undergraduate right-handed male and female students of Hakim Sabzevari Teacher Training University (mean age = 23+1.8 yr) were selected from those students who had taken general physical education course and were randomly divided into four groups (N=12) of feedback on successful and unsuccessful trials in simple and complex tasks. The tracking task was designed in two levels (simple and complex) in a computer software format to be performed by the participants with maximum speed and the lowest number of errors. During the acquisition phase, participants performed 7 blocks of 6 trials in 8 days and they received feedback on two trials. The method of research was quasi–experimental and ANOVA for multiple factors, analysis of variance with repeated measures and Bonferroni post hoc test (P˂0.05) were used for data analysis. The results showed that in the acquisition test, the main effects of trial days and task complexity (in movement time) were significant. These factors did not significantly influence movement error and their interaction. In immediate retention test, the effects of the type of task and feedback (in movement time) were significant while these factors did not significantly influence movement error and their interaction. In delayed retention test, the effect of the type of task was significant in movement time and movement error. The types of feedback and task were significant in transfer test (in movement time) and these factors and their interactions were not significant in movement error. The results suggested that the types of feedback and task can be regarded as effective independent factors in learning. The types of feedback and task were more effective for movement time. There is no doubt that augmented feedback has an important role in improving learning. However, it is the content of the feedback which is challenging. The aim of the present study was to examine the effect of feedback on successful versus unsuccessful trials on simple and complex tracking tasks. For this purpose, 48 undergraduate right-handed male and female students of Hakim Sabzevari Teacher Training University (mean age = 23+1.8 yr) were selected from those students who had taken general physical education course and were randomly divided into four groups (N=12) of feedback on successful and unsuccessful trials in simple and complex tasks. The tracking task was designed in two levels (simple and complex) in a computer software format to be performed by the participants with maximum speed and the lowest number of errors. During the acquisition phase, participants performed 7 blocks of 6 trials in 8 days and they received feedback on two trials. The method of research was quasi–experimental and ANOVA for multiple factors, analysis of variance with repeated measures and Bonferroni post hoc test (P˂0.05) were used for data analysis. The results showed that in the acquisition test, the main effects of trial days and task complexity (in movement time) were significant. These factors did not significantly influence movement error and their interaction. In immediate retention test, the effects of the type of task and feedback (in movement time) were significant while these factors did not significantly influence movement error and their interaction. In delayed retention test, the effect of the type of task was significant in movement time and movement error. The types of feedback and task were significant in transfer test (in movement time) and these factors and their interactions were not significant in movement error. The results suggested that the types of feedback and task can be regarded as effective independent factors in learning. The types of feedback and task were more effective for movement time.

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