Document Type : Original research study
Authors
1 Assistant Professor of Motor Behavior, Shahid Rajaee Teacher Training University
2 M.Sc. of Motor Behavior, Shahid Chamran University of Ahvaz
Abstract
Providing normative information to individuals may be a strong principle for evaluating their performance. The normative feedback improves self-efficacy, positive self-response, interest in task, and better learning. However, this study aimed to investigate the effects of normative feedback on individuals with high and low self-esteem in learning long badminton service. For this purpose, using random sampling method, 60 student males of Delfan Payame Noor University, were selected as sample. In order to homogenize the participants, a pretest which was consisted of 10 attempts was conducted. Based on obtained scores and Cooper’s Self-esteem Questionnaire, the subjects were randomly assigned into 4 groups. After twelve of acquisition sessions, Post- test and 48 hours after Post- test, Retention test were conducted. The findings showed that the positive normative feedback in participants with high self-esteem had a more facilitating effect on learning of long badminton service skill during acquisition and retention stages.
Keywords
Main Subjects
2. Ahmadi, P. Sabzi, A. Heirani, A. Hasanvand B. (2011) The effect of feedback after good, goodpoor trials, and self-control conditions an acquisition and learning of force production task. Facta Universitatis, Series: physical education and sport. 9(1); 35-43.
3. Azimi, R., & Seyed, F. (2015). Impact of body composition feedback on physical activity, fat percentage, and self-esteem of young girls. Salamat Behdasht Ardabil, 7(3), 312-20. (In Persian)
4. Badami R, Kohestani S, Taghian F. (2011). Feedback on more accurate trials enhances learning of sport skills. World applied sciences: journal. 133; 537-40.
5. Besharat, M. A. (2007). Can observational practice facilitate error recognition and movement production, Research for Quarterly Exercise and Sport, 4, 331-4. (In Persian)
6. Banari, N., Zarghami, M., & Savari, M. R. (2016). The effect of normal feedback on learning of throwing skill in 8-10 years old mentally retarded children in Ahvaz. First National Conference on Sport Sciences Developments in Health, Prevention, and Championship, Tehran, iran. (In Persian)
7. Bisinger, C., Laure, P., & France, A. M. (2006). Regular extracurricular sports practice does not prevent moderate or severe variations in self-esteem or trait anxiety in early adolescents. Journal of sport science & medicine, 2006, 5(1), 124.
8. Donnelly, J. W., Eburne, N., & Kittleson, M. (2001). Mental health: Dimensions of self-esteem and emotional well-being. Boston: Allyn and Bacon.
9. Estiri, Z., & Fazeli, M. (2016). The role of trait anxiety in impact of positive and negative feedback on learning of power task. Sports Psychology Studies, 18, 201-7. (In Persian)
10. Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36, 212-24
11. .Gomes, D.R. (1980). The influence of motor task types on modeleffectiveness. Unpublished doctoral dissertation journal sport psychology. (3), 17-29.
12. Hayes S. J., Ashford. D., & Bennett. S. J. (2008). Goal-directed imitation: The means to an end. Acta Psychologica, 127, 407–15.
13. Hadavi, F. (2007). Measurement and evaluation in physical education. Tehran: Teacher Training University. (In Persian)
14. Hutchinson, J. C., Sherman, T., & Martinovic, N. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Applied Sport Psychology, 20, 457-72.
15. Jahanbakhsh, H. Boshary, N. (2014). The effect of normative feedback on the learning of target shooting skills in children aged 8 to 11 years: Journal of Growth and Learning. 6(10), 120-7.
16. Jordan, P. Davis, M. Mazloom, P. (2017). Brief motivational interviewing and normative feedback for adolescents: Change language and alcohol use outcomes. Journal of sport science & medicine, 6(10), 215-20.
17. Joanne, R., Smith, W. R. (2017) When and how does normative feedback reduceintentions to drink irresponsibly? An experimental investigation. Addiction Research & Theory, 26(4), 2-19.
18. Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology, 63, 738-49.
19. Avil, L. T., chiviacowsky, S., Wulf, G., & Lethwaite, R. (2012). Positive social-comprative feedback enhances motor learning in children. Psychology of Sport Exercise and, 13(6), 849-53.
20. Magill, R. A. (2011). Motor learning and control: Concepts and applications (9th ed). McGraw-Hill publisher.
21. Maleki, B., Mohammadzadeh, H., Seyyed Ameri, M. H., & Zamani Sani, H. (2011). Investigating the relationship between self-esteem and developmental motivation in successful and unsuccessful athletes in West Azarbaijan. Research in Rehabilitation Sciences, 7(1), 83-74. (In Persian)
22. Mahmoudi, A., & Betsur, N. (2010). Relationship between adjustment and self-estee alexithymia scale with a sample of Iranian students. Psychological Reports, (1), 75-86. (In Persian)
23. Mahoney, M. J., Gabriel, T. J., & Perkins, T. J. (1987). Psychological skills and exceptional athletic performance. The Sport Psychologist, 1(3), 189-99.
24. Raj, P., & Agarwal, S. (2005). Behavioural intervention in school setting: Enhancing self-esteem and controlling behavioural problems. National Academy of Psychology, 50(4), 348-51.
25. Ross, D., & Bird, A. M. (2004). Effect of modeling and videotape feedback and bowling motor skills: Theory into practice. Human Movement Science, 1, 35-62.
26. Schmidt, R, A., & Wisberg, C, A. (2000). Motor learning and performance: A problem-based learning approach (2nd ed.). Champaign, IL: Human Kinetics.
27. Schmidt, R. A., & Lee, T. D. (2014). Motor control and learning: A behavioral emphasis (5th ed.). Champaign, IL: Human Kinetics.
28. Salmoni, A., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355-86.
29. Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport, 81, 425-31.
30. Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2012). Altering mindset can enhanced motor learning in older adults. Psychology and Ageing, 27, 14-21.
)