Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Abbas, Z., & North, J. S. (2018). Good-vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty. Learning and Instruction, 55, 105-112. DOI: https://doi.org/10.1016/j.learninstruc.2017.09.00910.1016/j.learninstruc.2017.09.009Search in Google Scholar

Allen, J., & Howe, B. L. (1998). Player ability, coach feedback, and female adolescent athletes’ perceived competence and satisfaction. Journal of Sport and Exercise Psychology, 20(3), 280-299.10.1123/jsep.20.3.280Search in Google Scholar

Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2011). Feedback after good versus poor trials affects intrinsic motivation. Research Quarterly for Exercise and Sport, 82(2), 360-364.10.1080/02701367.2011.1059976521699117Search in Google Scholar

Badami, R., VaezMousavi, M., Wulf, G., & Namazizadeh, M. (2012). Feedback about more accurate versus less accurate trials: Differential effects on self-confidence and activation. Research Quarterly for Exercise and Sport, 83(2), 196-203.10.1080/02701367.2012.1059985022808705Search in Google Scholar

Black, S. J., & Weiss, M. R. (1992). The relationship among perceived coaching behaviors, perceptions of ability, and motivation in competitive age-group swimmers. Journal of Sport and Exercise Psychology, 14(3), 309-325.10.1123/jsep.14.3.309Search in Google Scholar

Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73(4), 408-415.10.1080/02701367.2002.1060904012495242Search in Google Scholar

Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), 40-47.10.1080/02701367.2007.1059940217479573Search in Google Scholar

Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). Knowledge of results after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport, 80(3), 663-668.10.1080/02701367.2009.1059960619791654Search in Google Scholar

Coker, C. A. (2017). Motor learning and control for practitioners. Taylor and Francis Ltd: Routledge.10.4324/9781315185613Search in Google Scholar

Escarti, A., & Guzman, J. F. (1999). Effects of feedback on self-efficacy, performance, and choice in an athletic task. Journal of Applied Sport Psychology, 11(1), 83-96.10.1080/10413209908402952Search in Google Scholar

Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463.10.1111/j.2044-8279.1994.tb01116.xSearch in Google Scholar

Goudas, M., Dermitzaki, I., & Bagiatis, K. (2000). Predictors of students’ intrinsic motivation in school physical education. European Journal of Psychology of Education, 15(3), 271-280.10.1007/BF03173179Search in Google Scholar

Goudini, R., Saemi, E., Ashrafpoornavaee, S., & Abdoli, B. (2018). The effect of feedback after good and poor trials on the continuous motor tasks learning. Acta Gymnica, 48(1), 3-8. DOI: https://doi.org/10.5507/ag.2018.00110.5507/ag.2018.001Search in Google Scholar

Hollembeak, J., & Amorose, A. J. (2005). Perceived coaching behaviors and college athletes’ intrinsic motivation: A test of self-determination theory. Journal of Applied Sport Psychology, 17(1), 20-36. DOI: https://doi.org/10.1080/1041320059090754010.1080/10413200590907540Search in Google Scholar

Januário, M., Figueiredo, L., Portes, L., & Benda, R. (2019). Effects of self-controlled knowledge of results on learning a Taekwondo serial skill. Perceptual and Motor Skills, 126(6), 1178-1194. DOI: https://doi.org/10.1177/003151251986908610.1177/0031512519869086Search in Google Scholar

Konukman, F., & Petrakis, E. (2001). Verbal and visual teaching cues for tennis. Journal of Physical Education, Recreation and Dance, 72(3), 38-43.10.1080/07303084.2001.10605850Search in Google Scholar

Lee, A. M., Carter, J. A., & Xiang, P. (1995). Children’s conceptions of ability in physical education. Journal of Teaching in Physical Education, 14, 384-384.10.1123/jtpe.14.4.384Search in Google Scholar

Lewthwaite, R., & Wulf, G. (2010). Social-comparative feedback affects motor skill learning. The Quarterly Journal of Experimental Psychology, 63(4), 738-749. DOI: https://doi.org/10.1080/1747021090311183910.1080/17470210903111839Search in Google Scholar

Lewthwaite, R., & Wulf, G. (2012). Motor learning through a motivational lens. In A. M.Williams and N. J. Hodges (Eds), Skill Acquisition in Sport: Research, Theory and Practice (2^nd ed.), (pp. 173-191) Abingdon: Routledge.Search in Google Scholar

Lucangeli, D., & Scruggs, T. E. (2003). Text anxiety, perceived competence, and academic achievement in secondary school students. Advances in Learning and Behavioral Disabilities. Emerald Group Publishing Limited, Bingley, pp. 223-230.10.1016/S0735-004X(03)16008-9Search in Google Scholar

Magill, R. A., & Anderson, D. I. (2012). The roles and uses of augmented feedback in motor skill acquisition. In N. J. Hodges & A. M. Williams (Eds), Skill acquisition in sport: Research, theory and practice (pp.3-21) Abingdon: Routledge.Search in Google Scholar

Martens, R., Burton, D., Vealey, R. S., Bump, L. A., & Smith, D. E. (1990). Development and validation of the competitive state anxiety inventory-2. Competitive Anxiety in Sport, 117-190.Search in Google Scholar

McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58.10.1080/02701367.1989.106074132489825Search in Google Scholar

Petranek, L. J., Bolter, N. D., & Bell, K. (2018). Attentional focus and feedback frequency among first graders in physical education. Journal of Teaching in Physical Education, 38(3), 199-206. DOI: https://dx.doi.org/10.1123/jtpe.2018-008010.1123/jtpe.2018-0080Search in Google Scholar

Ryan, R., & Deci, E. L. (2002). An Overview of Self-Determination Theory: An Organismic-Dialectical Perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (p-3-33) The University of Rochester Press.Search in Google Scholar

Saemi, E., Porter, J. M., Ghotbi-Varzaneh, A., Zarghami, M., & Maleki, F. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise, 13(4), 378-382. DOI: https://doi.org/10.1016/j.psychsport.2011.12.00810.1016/j.psychsport.2011.12.008Search in Google Scholar

Saemi, E., Wulf, G., Varzaneh, A. G., & Zarghami, M. (2011). Feedback after good versus poor trials enhances motor learning in children. Revista Brasileira de Educação Física e Esporte, 25(4), 673-681. DOI: https://dx.doi.org/10.1590/S1807-5509201100040001110.1590/S1807-55092011000400011Search in Google Scholar

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: a review and critical reappraisal. Psychological Bulletin, 95(3), 355-386.10.1037/0033-2909.95.3.355Search in Google Scholar

Severy, S. S. (2016). Using Auditory Modalities to Develop Rhythmic Competency in Children’s Fundamental Movement Skills. Unpublished Doctoral Dissertation, Walden University.Search in Google Scholar

Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: A situation-based learning approach (4th ed.). Champaign, IL: Human Kinetics.Search in Google Scholar

Sharma, D. A., Chevidikunnan, M. F., Khan, F. R., & Gaowgzeh, R. A. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of Physical Therapy Science, 28(5), 1482-1486. DOI: https://doi.org/10.1589/jpts.28.148210.1589/jpts.28.1482490589427313355Search in Google Scholar

Shay, C. (1969). Skills Test Manual: Volleyball for boys and girls. Washington D. C. : American Association for Health, Physical Education, and Recreation.Search in Google Scholar

Vallerand, R. J., & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport and Exercise Psychology, 6(1), 94-102.Search in Google Scholar

Vansteenkiste, M., & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated? Motivation and Emotion, 27(4), 273-299.10.1023/A:1026259005264Search in Google Scholar

Veal, M. L., & Compagnone, N. (1995). How sixth graders perceive effort and skill. Journal of Teaching in Physical Education, 14(4), 431-444.10.1123/jtpe.14.4.431Search in Google Scholar

Vealey, R. S. (2009). Confidence in Sport. In B. W. Brewer (Eds.). Sport Psychology (p. 430532). UK: Wiley & Blackwell.Search in Google Scholar

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.10.1037/h004093413844397Search in Google Scholar

Whitehead, J. R., & Corbin, C. B. (1991). Youth fitness testing: The effect of percentile-based evaluative feedback on intrinsic motivation. Research Quarterly for Exercise and Sport, 62(2), 225-231.10.1080/02701367.1991.106087141925047Search in Google Scholar

Wulf, G., Chiviacowsky, S., & Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport, 81(4), 425-431.10.1080/02701367.2010.1059970321268466Search in Google Scholar