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The effect of different corrective feedback methods on the development of motor skills of different difficulty levels in children

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Lola*, A.1, Votsis, E.1, Katartzi, Ε.2, Katsanis G.1, & Tzetzis, G.1

1School of Physical Education and Sport Science, Aristotle Univerity of Thessaloniki, Thermi, DPESS AUTH, 57001, Thessaloniki
2School of Physical Education And Sports Science at Serres, Aristotle University of Thessaloniki, Agios Ioannis, 62110, Serres

*Contact Corresponding Author: email

Abstract

This research investigated the effects of three feedback methods with different feedback methods on the acquisition and retention of movement outcome for novel and learned badminton skills. The 48 participants, 10-14 years of age, with 2-3 years of practice experience, were randomly selected and assigned into three groups. Participants were trained for 12 practice units for the acquisition and retention of badminton skills: a) drive with the dominant hand (learned skill) and d) drive with the non-dominant hand (novel skill). Group C received instructional cues for the correct execution of the performance. Group (E) received instructional cues on errors of the execution, and group (E-C) received instructions on errors and how to correct them. A pre-test, a post-test, and a retention test was conducted and a two-way ANOVA (3 groups X 3 measurements) with repeated measures on the last factor was used to analyze the effect of the practice methods on the movement outcome. It was found that feedback for the correct (C) execution (suggestions to correct the error) is beneficial for both learned and novel skills. Additionally, feedback for error and correct (E-C) execution is beneficial only for novel skill. It seems that when the skill is difficult or novel providing a verbal statement that describes the errors and states what needs to be done to correct them (E-C) is more helpful for the early stage of learning. Research for feedback in actual sport conditions with skills of variable characteristics will enrich the motor learning knowledge and shed new light on the role of feedback in both theory and practice.

Keywords: corrective feedback; different difficulty; acquisition; movement outcome; badminton skills; dominant/non-dominant hand.

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Lola, A., Votsis, E., Katartzi, Ε., Katsanis G., & Tzetzis, G. "The effect of different corrective feedback methods on the development of motor skills of different difficulty levels in children," PANR Journal, October 11, 2021, https://www.panr.com.cy/?p=7414.