1. Ávila, T. G., Chiviacowsky, C., Wulf, G., & Lethwaite, R. (2012). Positive social-comprative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13(6), 849-53.
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 Unpublished doctoral dissertation journal sport psychology.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.