Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license

Authors

1 MSc Student of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Associate Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 . Assistant Professor, Department of Motor Behavior, Faculty of Physical Education and Sports Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Normative feedback is a kind of feedback which involves information about an individual's performance in comparison with other peers unrealistically (positive or negative). The aim of the present study was to determine the effect of normative feedback on throwing aiming task learning in children aged between 9 and 11 in Ahvaz city. For this purpose, 90 right-handed children were selected with convenience method as the statistical sample and were divided into three groups (each group 30 subjects) of positive normative feedback, negative normative feedback and control based on their age, height, weight, hand length, arm length and pretest scores. Acquisition phase included 6 blocks of 10 trials. In this phase, all groups received real feedback after each trial and positive and negative normative groups received normative feedback after each block in addition to real feedback. The transfer and retention tests were carried out immediately and after (delayed) the acquisition phase respectively. After checking the data normality and homogeneity of variances, data were analyzed with one-way ANOVA with repeated measures, one-way analysis of variance, and Bonferroni post hoc test (P≤0.05). There were significant differences in all three phases among the three groups and positive normative feedback group showed better performance (P=0.001). The findings showed that positive normative feedback had a facilitating effect on motor learning.
 

Keywords

 
 
1. بادامی رخساره، واعظ موسوی محمدکاظم، نمازی‌زاده مهدی .(1391)." اثربازخوردبهکوشش­های­دقیقوغیردقیقبر یادگیری : مطالعۀتغییراتانگیختگی" . همایش ملی تربیت بدنی کاربردی و علوم ورزشی، ص: 96-94.
2. ریچارد، مگیل .(2001)." یادگیری حرکتی - مفاهیم و کاربردها." ترجمۀ سید محمدکاظم موسوی ، معصومه شجاعی .(1386). انتشارات بامداد کتاب، ص: 379-295.
 
3. Ávila, T. G., chiviacowsky,s; Wulf, G; Lethwaite, R. (2012). "Positive social-comprative feedback enhances motor learning in children". Journal of Psychology of exercise and sport, PP: 849-853.
 
 
4. Badami, R.; Vaezmousavi, M.; Namazizadeh, M.; Wulf, G.(2010)." Feedback after good versus poor trials: Differential effects on self-confidence and activation". Journal of Research Quarterly for Exercise and Sport, PP: 64-72.
 
5. Badami،R. Kohesta، ،S and Taghian ،F (2011)." Feedback on More Accurate Trials Enhances Learning of Sport Skills". World Applied Sciences Journal 13 (3), PP: 537-540.
 
 
6. Baumeiste, R.F.(1984). "Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance".Journal of Personality and Social Psychology, Washington, 46, PP: 610-620.
 
7. Deci, E. L., & Ryan, R. M. (1990). "A motivational approach to self: Integration  in personality". Journal of Nebraska Symposium on Motivation, 38, PP: 237–288.
 
8. Deci, E. L., & Ryan, R. M. (2000)." The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior". Journal of Psychological Inquir, 11 , PP:227–268.
 
9. Hutchinson, J.C. Sherman, T. Martinovic, N.(2008)." The effect of manipulated self-efficacy on perceived and sustained effort". Journal of Applied sport psychology, 20, PP: 457-472.
 
10. Jourden, F. J., Bandura, A., &Banfield, J. T. (1991). "The impact of conceptions of ability on self-regulatory factors and motor skill acquisition". Journal of Sport & Exercise Psychology, 8, PP: 213–226.
 
11- Kavussanu, M., & Roberts, G. C. (1996). "Motivation inphysical activity contexts: The relationship of perceived motivational climate to intrinsic motivation and self efficacy". Journal of Sport & Exercise Psychology, 18, PP: 264–280.
 
12. Lewthwaite, R., &Wulf, g . (2010). "Social-comparative feedback affects motor skill learning". Quarterly Journal of Experimental Psychology, 63, PP: 738-749.
 
13. Saemi, E., Porter, J.M., Ghotbi-Varzaneh, A., Zarghami, M., &Maleki, F. 1 (2012). "Knowledge of results after relatively good trials enhances self-efficacy and motor learning". Journal of Psychology of Sport and Exercis, 13, PP:378-382.
 
14. Salmoni, A., Schmidt, R.A., & Walter, C.B. (1984)." Knowledge of results and motor learning: A review and critical reappraisl". Journal ofPsychological Bulletin , 95, PP: 355-386.
15. Schmader, T., Johns, M., & Forbes, C. (2008)." An integrated process model of stereotype threat effects on performance". Journal of Psychological Review, 115, PP: 336–356.
 
16. Schmith, J, (2004) ." Effects of video modeling on skill acquisition in learning the golf swing” A thesis submitted to the faculty of Brigham Young University". Journal of Psychological Review, 115, PP: 33–36.
 
 
17. Schmidt, R. A., & Lee, T. D. (2005)." Motor control andLearning."
(4th ed) champaign, IL, HUMAN Kinetic , PP: 295-320.
 
18- Schmidt, R. A., &Wrisberg, C. A. (2008). "Motor learning and performance" . (4th ed.), champaign , IL, HumanKinetics , PP: 139-163..
 
 
 19. Schmidt, R. A., & Lee, T. D. (2011). "Motor control and learning: A behavioral emphasis". 5th edition, Champaign, IL, Human Kinetics, PP: 375-418.
 
20 .Stoate,I; WULF,G; & LEWTHWAITE،R . (2012). "Enhanced expectancies improve movement efficiency in runners". Journal of Sports Sciences, 2012, PP: 1–9, iFirst article.
 
21. Wulf, G.(2007)." Attention and motor skill learning". Champaign: Human Kinetics, PP: 21-34.
 
22. Wulf, G., Chiviacowsky, S., &Lewthwaite, R. (2010). "Normative feedback effects on learning a timing task".Journal of Research Quarterly for Exercise and Sport, 81, PP: 425-431.
 
23. Wulf, G.; Lewthwaite, R.(2010)." Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In: BRUYA, B. (Ed.). Effortless attention: a new perspective in attention and action". Juornal ofCambridge, MIT, .PP:75-101