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JOURNAL
OF
SPORTS SCIENCE &
MEDICINE
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Research
article
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THE EFFECT OF DIFFERENT CORRECTIVE FEEDBACK METHODS ON THE OUTCOME AND SELF CONFIDENCE OF YOUNG ATHLETES |
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George Tzetzis1  ,
Evandros Votsis1 and Thomas Kourtessis2 |
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1Department of Physical Education and Sport Science, Aristotelian University of Thessaloniki, Greece 2Department of Physical Education and Sport Science, Democritus University of Thrace, Greece |
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© Journal of Sports Science and Medicine (2008) 7, 371 - 378 Search Google Scholar for Citing Articles |
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| ABSTRACT | |||
| This experiment investigated the effects of three corrective feedback
methods, using different combinations of correction, or error cues and positive
feedback for learning two badminton skills with different difficulty (forehand
clear - low difficulty, backhand clear - high difficulty). Outcome and self-confidence
scores were used as dependent variables. The 48 participants were randomly
assigned into four groups. Group A received correction cues and positive
feedback. Group B received cues on errors of execution. Group C received
positive feedback, correction cues and error cues. Group D was the control
group. A pre, post and a retention test was conducted. A three way analysis
of variance ANOVA (4 groups X 2 task difficulty X 3 measures) with repeated
measures on the last factor revealed significant interactions for each depended
variable. All the corrective feedback methods groups, increased their outcome
scores over time for the easy skill, but only groups A and C for the difficult
skill. Groups A and B had significantly better outcome scores than group
C and the control group for the easy skill on the retention test. However,
for the difficult skill, group C was better than groups A, B and D. The
self confidence scores of groups A and C improved over time for the easy
skill but not for group B and D. Again, for the difficult skill, only group
C improved over time. Finally a regression analysis depicted that the improvement
in performance predicted a proportion of the improvement in self confidence
for both the easy and the difficult skill. It was concluded that when young
athletes are taught skills of different difficulty, different type of instruction,
might be more appropriate in order to improve outcome and self confidence.
A more integrated approach on teaching will assist coaches or physical education
teachers to be more efficient and effective.
Key words: Instructional cues, badminton skills, difficulty. |
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