عنوان مقاله [English]
The purpose of this study was to determine the effect of confirmative, corrective, and combinative feedbacks with different alternation on intrinsic motivation and on learning table tennis service with a lateral twist. To this end, 80 beginner girls between the ages of 15 and 16 were selected through a random sampling. Next, they were placed in four equal groups receiving different feedbacks including: confirmative, corrective, and combinative feedbacks. The desired acquisition level consisted of 120 table tennis services, performed in the form of 24 groups of 5 trials. All four groups received a summary of feedback knowledge of performance after each of five trials. The group with confirmative feedback received the feedback summary of their correct movements, and the group with corrective feedback received the feedback summary of their wrong movements.The groups with combinative feedbacks received both confirmative and corrective feedbacks (twice and one time) alternatively. The day after the acquisition, the transfer test was done. Ten days later the retention test was performed.Before and after the acquisition level, participants filled the questionnaire related to the intrinsic motivation. The analytic methods for analyzing variance, which were measured repeatedly, were used for the comparison of the performance in the acquisition level. The analysis of the one-way variance was used in order to compare the retention test. The transfer and covariance were used in order to compare the intrinsic motivation scores and the sub-variables. The results revealed that in comparison with the other three groups, the confirmative-corrective group achieved higher scores in all three levels of acquisition, transfer, and retention. Intrinsic motivation and its sub-scales were also higher in two groups with the confirmative-corrective and the confirmative feedbacks in comparison with the two other groups.