MOTOR SKILL LEARNING WITH PATTERN AND ERROR CORRECTION FEEDBACK

This study investigated the effects of selected verbal augmented feedback conditions on the acquisition of closed gross motor skills by beginners. The feedback conditions involved in the study were error correction, emphasis of the appropriate pattern, and emphasis of the appropriate pattern with correction of consistent errors. The feedback information was designed to simulate the type given in skill learning situations.

The sample consisted of 60 female college volunteers. The participants were beginners in one of the specified skills: the golf putt or the free throw. The participants were randomly assigned to one of the three feedback groups and one of the two experimental skills.

A three by six factorial design for repeated measures was used for each skill. A multivariate analysis of variance for repeated-measures designs was applied to the performance results for the putt and free throw. A series of planned contrasts of the feedback groups at each block was built into the design.

The overall analysis of variance showed that there was a significant difference between the feedback conditions for both skills. Results of the Tukey's HSD test showed that performance was significantly greater under conditions of feedback emphasizing the appropriate pattern with correction of consistent errors than with the exclusive use of pattern feedback. The Tukey's test also revealed that performance was significantly greater under conditions of pattern feedback than error correction feedback.

The main conclusions of this study are that for the acquisition of closed motor skills by beginners: (1) feedback emphasizing the appropriate movement pattern with correction of consistent errors is the most effective type of verbal feedback and (2) error correction feedback is not as effective as pattern feedback with or without the correction of consistent errors.