Three feedback methods in acquisition and retention of badminton skills.

Full Abstract

Comparison of three different feedback methods using information about the correct execution of the technique, errors of execution, and a combination of these on the acquisition and retention of two badminton skills of different difficulty were examined. Participants were 48 young male athletes, 10 to 14 years of age, with 2 to 4 years of training. They were divided into three equal groups and instructed on the long forehand serve, a more difficult serve than the short backhand. The first group received instructions for correct execution, the second group received instructional cues on errors of execution, and the third group received instructions on errors and how to correct them. The training program lasted 12 practice units. There was a pretest, a posttest after the end of the 10-wk. training program, and 2 wk. later, a retention test. A three-way (2 difficulty x 3 groups x 3 measures) analysis of variance with repeated measures on the last factor was applied to analyze scores with the three practice methods of corrective feedback for the two badminton skills. Analysis showed the group receiving correct technique information had increased scores on both skills. The group receiving information on errors increased their scores on the less difficult skill. The group receiving information on errors and correct technique increased their scores on the more difficult skill. Physical education teachers or coaches teaching skills to young participants should consider difficulty of skills and use appropriate corrective feedback for better acquisition and retention of sport skills.

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Author information

Author/s: Tzetzis, G (G); Votsis, E (E);

Affiliation: Department of Physical Education and Sport Science, Aristotelian University of Thessaloniki. tzetzis(-atsign-)phed.auth.gr

Journal and publication information

Publication Type: Journal Article

Journal: Perceptual and motor skills (Percept Mot Skills), published in United States. (Language: eng)

Reference: 2006-Feb; vol 102 (issue 1) : pp 275-84

Dates: Created 2006/05/04; Completed 2006/08/16;

PMID: 16671629, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adolescent
Child
Feedback
Humans
Learning

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