The effect of self-control and tester feedback control on basic motor skills learning in primary school children
Poster Presentation
Paper ID : 1569-12THCONG
Oral / Poster Presentation File: 1569-12THCONG.jpg
Authors
1Assistant professor of Motor Behavior, University of Semnan, Semnan, Iran
2Assistant professor of Motor Behavior, Military Science University, Tehran, Iran
3M. Sc. of Motor Behavior, Sooshtar Branch Islamic Azad University, Sooshtar, Iran
Abstract
Feedback presentation is one of approaches that facilitate the skill acquisition processes. The purpose of this study was to investigation the effect of self-control and tester feedback on learning basic motor skills in primary school children.
Thirty-six students were selected through convenience sampling with the written consent of the parents of the students and participating in the present study. After the initial test, they were divided into three groups of self-control, tester-control and control (no feedback). At the end both experimental and control groups were re-tested. The instruments used for data gathering was questionnaire, body weight and height measurement device, handheld digital timer. Repeated measures ANOVA and one-way analysis of variance (P <0.05) were used for data analysis. The level of significance in this study was P <0/05.
Research findings showed that self-control and tester feedback control were effective in learning basic motor skills in students and this increase was significantly higher in the control test group than in the control group. The difference between the mean performance of the types of skill feedback groups was significant (p = 0.00), with a more accurate observation that this was a meaningful relation to the self-control practice that was between the self-control group. And the control group (p = 0.00) and there was a significant difference between the self-control group and the control examiner (p = 0.01).
In summary, the findings of this study showed that the type of performance awareness feedback has different effects on intrinsic motivation and learning. Perhaps the best type of feedback depending on the type and duration of skills training is different. It was concluded that self-control training was the most advanced in performing the skill acquisition.
Thirty-six students were selected through convenience sampling with the written consent of the parents of the students and participating in the present study. After the initial test, they were divided into three groups of self-control, tester-control and control (no feedback). At the end both experimental and control groups were re-tested. The instruments used for data gathering was questionnaire, body weight and height measurement device, handheld digital timer. Repeated measures ANOVA and one-way analysis of variance (P <0.05) were used for data analysis. The level of significance in this study was P <0/05.
Research findings showed that self-control and tester feedback control were effective in learning basic motor skills in students and this increase was significantly higher in the control test group than in the control group. The difference between the mean performance of the types of skill feedback groups was significant (p = 0.00), with a more accurate observation that this was a meaningful relation to the self-control practice that was between the self-control group. And the control group (p = 0.00) and there was a significant difference between the self-control group and the control examiner (p = 0.01).
In summary, the findings of this study showed that the type of performance awareness feedback has different effects on intrinsic motivation and learning. Perhaps the best type of feedback depending on the type and duration of skills training is different. It was concluded that self-control training was the most advanced in performing the skill acquisition.
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