<abstract xmlns="http://www.w3.org/1999/xhtml">
<bold><italic>Introduction.</italic></bold> 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.
<bold><italic>Material and Methods.</italic></bold> 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).
<bold><italic>Results.</italic></bold> 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.
<bold><italic>Conclusions.</italic></bold> 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.
</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.

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

Department of Kinesiology, Recreation and Sport Studies

Polish Journal of Sport and Tourism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Introduction. The primary purpose of the present study was to investigate whether providing knowledge of results (KR) on more accurate trials enhanced...

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

Publié en ligne: 09 avr. 2024

Pages: 12 - 16

Reçu: 27 déc. 2023

Accepté: 25 mars 2024

DOI: https://doi.org/10.2478/pjst-2024-0002

Mots clés
feedback, motivation, anxiety, volleyball serve, CSAI2, IMI

© 2024 Jared M. Porter et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

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

Publié en ligne: 09 avr. 2024

Pages: 12 - 16

Reçu: 27 déc. 2023

Accepté: 25 mars 2024

DOI: https://doi.org/10.2478/pjst-2024-0002

Mots clésfeedback, motivation, anxiety, volleyball serve, CSAI2, IMI

© 2024 Jared M. Porter et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
feedback, motivation, anxiety, volleyball serve, CSAI2, IMI