Knowledge of Results About More Accurate Versus Less Accurate Trials: Differential Effects on Psychological Variables and Motor Learning in Adolescent Females

Porter Jared M. (), Velten Joei, Badami Rokhsareh, Nezakatolhossaini Maryam and Lotfinejad Maryam
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Porter Jared M.: Department of Kinesiology, Recreation and Sport Studies, The University of Tennessee, Knoxville, USA
Velten Joei: Department of Kinesiology, Recreation and Sport Studies, The University of Tennessee, Knoxville, USA
Badami Rokhsareh: Department of Sport Science, Khorasgan Branch, Islamic Azad University, Isfahan, Iran
Nezakatolhossaini Maryam: Department of Sport Science, University of Isfahan, Isfahan, Iran
Lotfinejad Maryam: Department of Sport Science, Khorasgan Branch, Islamic Azad University, Isfahan, Iran

Polish Journal of Sport and Tourism, 2024, vol. 31, issue 1, 12-16

Abstract: Introduction. The primary purpose of the present study was to investigate whether providing knowledge of results (KR) on more accurate trials enhanced motivation and self-confidence or whether providing KR on less accurate trials reduced those variables. We also investigated whether anxiety was affected by the provision of feedback. Material and Methods. Participants performed a volleyball serve over four days of practice under one of two conditions: After each block of six trials, one group received feedback on the three most accurate (MA) trials, whereas the other group received feedback on the three least accurate (LA) trials. One week following practice, participants performed a retention test without feedback. Participants also completed the intrinsic motivation inventory (IMI) and the Competitive State Anxiety Inventory-2 (CSAI2). Results. Results indicated that the MA group had more effective learning as well as higher motivation and self-confidence scores than the LA group. Additionally, the MA group had lower scores on cognitive and somatic anxiety compared to the LA group. The MA group had higher motivation and self-confidence scores and lower anxiety compared to the values reported on the pre-test. Conversely, the LA group had lower motivation and self-confidence scores relative to the pre-test values, and tended to have increased cognitive and somatic anxiety following practice. Conclusions. The results of this study demonstrate that providing augmented feedback about more accurate trials facilitates motor learning and increases motivation and self-confidence whilst lowering levels of somatic anxiety.

Keywords: feedback; motivation; anxiety; volleyball serve; CSAI2; IMI (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:spotou:v:31:y:2024:i:1:p:12-16:n:2

DOI: 10.2478/pjst-2024-0002

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