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Number of results
2020 | 87 | 1 | 24-33

Article title

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

Title variants

Languages of publication

EN

Abstracts

Publisher

Year

Volume

87

Issue

1

Pages

24-33

Physical description

Contributors

  • Ton Duc Thang University, Ho Chi Minh City, Vietnam
  • Qatar University, Doha, Qatar
  • Islamic Azad University, Isfahan, Iran
  • Jahrom University, Jahrom, Iran

References

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  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), 40-47.
  • 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.
  • Coker, C. A. (2017). Motor learning and control for practitioners. Taylor and Francis Ltd: Routledge.
  • 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.
  • 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.
  • 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.
  • 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.2018.001
  • 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/10.1080/10413200590907540
  • 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/10.1177/0031512519869086
  • Konukman, F., & Petrakis, E. (2001). Verbal and visual teaching cues for tennis. Journal of Physical Education, Recreation and Dance, 72(3), 38-43.
  • 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.
  • 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/10.1080/17470210903111839
  • 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 (2nd ed.), (pp. 173-191) Abingdon: Routledge.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.2018-0080
  • 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.
  • 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.2011.12.008
  • 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/S1807-55092011000400011
  • 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.
  • Severy, S. S. (2016). Using Auditory Modalities to Develop Rhythmic Competency in Children’s Fundamental Movement Skills. Unpublished Doctoral Dissertation, Walden University.
  • Schmidt, R. A., & Wrisberg, C. A. (2008). Motor learning and performance: A situation-based learning approach (4th ed.). Champaign, IL: Human Kinetics.
  • 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.28.1482
  • Shay, C. (1969). Skills Test Manual: Volleyball for boys and girls. Washington D. C. : American Association for Health, Physical Education, and Recreation.
  • 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.
  • Vansteenkiste, M., & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated? Motivation and Emotion, 27(4), 273-299.
  • Veal, M. L., & Compagnone, N. (1995). How sixth graders perceive effort and skill. Journal of Teaching in Physical Education, 14(4), 431-444.
  • Vealey, R. S. (2009). Confidence in Sport. In B. W. Brewer (Eds.). Sport Psychology (p. 430532). UK: Wiley & Blackwell.
  • White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
  • 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.
  • 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.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.polindex-article-doi-10_2478_pcssr-2020-0016
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