Европейский журнал экспериментальной биологии Открытый доступ

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Different Task, Motivational and Combinational Feedback, and a Comparison of the Role of Different Augmented Feedbacks in Learning & Self-Perception

Salma Hashemian, Hamed Yaghoubi, Shabeshan Rengasamy, Shahedi Valiolah, Imanipour Vahid and Mahdi. Armandnia

This study aims to investigate the role of different augmented feedbacks on performance, learning and selfperception with regard to spiking in volleyball. The sample includes 60 non-athlete students of Islamic Azad University – Shiraz Branch who were beginners in spiking skill and who were passing a course on Physical Education II. The sample was classified under four categories (control group, task feedback, motivational feedback and combinational feedback groups). Self-perception Questionnaire was submitted to the subjects at the end of the first, the sixth and the twelfth sessions. The test was carried out after 12 sessions of spiking practice and the retention test was carried out after 72 hours and the transfer test was carried out 72 hours later. When the data was collected and the scores were analyzed using ANOVA method, the following results were obtained: · The motivational feedback has a significant effect on the transfer of the spiking skill in volleyball. · The motivational feedback has a significant effect on the retention of the spiking skill in volleyball. · The task feedback has a significant effect on the transfer of the spiking skill in volleyball. · The task feedback has a significant effect on the retention of the spiking skill in volleyball. · The combinational feedback has a significant effect on the retention of the spiking skill in volleyball. · The combinational feedback has a significant effect on the transfer of the spiking skill in volleyball. · The motivational feedback has no significant effect on the individual’s self-perception for the spiking skill in volleyball. · The task feedback has no significant effect on the individual’s self-perception for the spiking skill in volleyball. · The combinational feedback has no significant effect on the individual’s self-perception for the spiking skill in volleyball. · The type of the augmented feedback has a significant effect on the transfer of the spiking skill in volleyball. · The type of the augmented feedback has a significant effect on the retention of the spiking skill in volleyball. · The type of the augmented feedback has no significant effect on the self-perception for the spiking skill in volleyball.