The effect of normative feedback and modeling on performance and learning of volleyball Service skill

Document Type : علمی - ترویجی

Abstract

Purpose: The purpose of this research was to determine the effect of normative feedback and modeling on performance and learning of volleyball Service skill. Methodology: Research population consists of students from different disciplines from Delfan PNU among which 60 individuals with a mean age of 21.5±1.6 were selected through random sampling. In order to make them homogeneous, participants took a 10 trials one- phase pre-test, and based on the scores obtained through pre-test, they were randomly divided into 4 matched groups, each with 15 members. Then they underwent training sessions for six weeks, two sessions a week. 48 hours after acquisition stage, the participants took a 10-trials Retention test. After ensuring that the data are normal, and the variances are equal, the research data were analyzed through statistical tests of analysis of variance, analysis of variance with repeated measures and Post hoc Tukey test. Results: The results showed that all groups, during training sessions and at different stages have made progress, but the results also showed a significant difference among the four groups in the acquisition stage (P = 0.001) and retention stage (P = 0.001), respectively. The results model shows that at the acquisition and retention stage, positive normative feedback with skilled modeling training group had a better performance compared to the other three groups. Discussion: Based on the research results, providing positive normative feedback with skilled modeling has a more facilitatous effect on learning volleyball service skills than what the others have

Keywords

References

  1. منابع:
  2. Black C. B, White D L. Can observational practice facilitate error recognition and movement production. Research for quarterly exercise and sport. 2000. (4); 331-334.
  3. Caroll W.R., Bandura A. The role of visual monitoring in observational learning of action patterns: making the unobservable observable. Journal of motor behavior. 1982. (14); 153-167.
  4. Caroll W.R, Bandura A. A role of timing of visual monitoring and motor rehearsal in observational learning of action patterns. Journal of motor behavior. 1985. (17); 269-281.
  5. Caroll W. R, Bandura A. Representation guidance of action production in observational learning: a causal analysis. Journal of motor behavior. 1990. (22); 85-97.
  6. مگیل ریچارد ای. یادگیری حرکتی (مفاهیم و کاربردها). مترجمان: واعظ موسوی محمد کاظم، شجاعی معصومه. چاپ سوم. انتشارات بامداد کتاب:1389. ص 298،299،301،306.
  7. Blandin T, Proteau I. On the cognitive basis of observational learning: development of mechanisms for the detection and correction of errors. The quarterly journal of experimental psychology. 2000. 53(3); 846-867
  8. Rohbanfard H, Proteau L. Effects of the models handedness and observers viewpoint on observational learning. Experimental Brain Research. 2011. 214 (4); 567-576.
  9. Hayes SJ, Ashford D, Bennett SJ. General motor representations are developed during action observation. Exp Brain Res. 2010. 204(2); 199-206.
  10. Bandura A. Social foundations of thought and action: a social cognitive theory. Englewood cliffs, NJ: prentice – hall. 1986.
  11. Black CB. The effect of task stru ctuer, practice schedule, and model type on the learning of relative and absolute timing by physical and observational practice. Ph.D Thesis. University Texas PHILOSOPHY. 2004.
  12. Blandin Y, Proteau L. On the cognitive basis of observationallearning: Development of mechanisms for the detection and correction of errors. The Quarterly Journal of Experimental Psychology. 2002. (53); 846-867.
  13. McCullagh P, Meyer K N. Learning Versus Correct model: Influence of model Type on the learning of a Free-Weight Squat lift. ReserchQuartary for Exercise and sport.1997. 68 :( 1); 56-61.
  14. Breslin G, Hodges N J, Williams A M, Curran W, Kremer J. Modelling relative motion to facilitate intra-limb coordination". HumanMovement Science. 2005.(24); 446–463
  15. Hayes SJ, Ashford D, Bennett SJ. Goal-directed imitation: Themeans to an end. Acta Psychologica. 2008. 127(2); 407-415.
  16. Trempe M, Sabourin M, Rohbanfard H, Proteau L. Observation learningversus physical practice leads to different consolidation outcomes in a movementtiming task. Exp Brain Res. 2011. (209); 181–192.
  17. قوامی اکبر، سادات حسینی فاطمه، محمدزاده حسن، ملکی بهنام، برهانی حسین. تأثیر مشاهدة مدل انیمیشنی، تصاویر ثابت و مدل ترکیبی بر یادگیری حرکتی مهارت بالانس دوپایه. رشد و یادگیری حرکتی ورزشی. 1391. (10): 156-143.
  18. Arguel A, Jamet E. Using video and static pictures to improvelearning of procedural contents. Computers in Human Behavior.2009. (25); 354-359.
  19. Ayres P, Marcus N, Chan C, Qian N. Learning handmanipulative tasks: When instructional animations are superior to equivalent staticrepresentations". Computers in Human Behavior. 2009. (25); 348-353.
  20. Hffler TN, Leutner D. Instructional animation versus staticpictures: A meta-analysis". Learning and Instruction. 2007. (17); 722-738.
  21. پیرمرادیان محبوبه، موحدی احمدرضا، بهرام عباس. مقایسه اثر الگودهی ویدئویی فرد ماهر و خود الگودهی ویدئویی بر یادگیری پرتاب آزاد بسکتبال در کودکان عقبمانده ذهنی. نشریه رفتار حرکتی. 1391. (11): 146-133.
  22. Zetou E, Tzetzis G, Vernadakis N, Kioumourtzoglou E. Modeling in learning two volleyball skills. Perceptual and Motor Skills. 2002. (94); 1131-1142.
  23. Blandin Y, Lhuisset L, Proteau L. Cognitive process underlying observational learning of motor skills. The Quarterly Journal of Experimental Psychology. 1999. 52(4); 957-979.
  24. Horn R P, Williams A M, Scott M A, Hodges N J. Visual search and coordination changes in response to video and point-light demonstration without KR. Journal of Motor Behavior. 2005. 37(4); 265-274.
  25. Shea Ch, Wulf G, Park J, Gaunt B. Effect of auditory model on the learning of relative and absolute timing. Journal of Motor Behavior. 2001. 33(2); 127-138.
  26. Blandin Y, Proteau L, Alain C. On the cognitive processes underlying contextual interference and observational learning. Journal of motor behavior. 1994. (26); 18-26.
  27. Wright D. L, Li Y, Coady W. Cognitive processes related to contextual interference and observational learning: A replication of blandin, Proteau, and Alian (1994). Research Quarterly for Exercise & Sport. 1997. 68; 106-109.
  28. Hutchinson J.C, Sherman T, Martinovic N. The effect of manipulated self-efficacy on perceived and sustained effort. Applied sport psychology. 2008. 20; 457-472.
  29. Wulf G, Chiviacowsky S, Lewthwaite R. Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport. 2010. 81; 425-431.
  30. Lewthwaite R, Wulf G. Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology. 2010. 63; 738-749.
  31. Luciana T G A, chiviacowsky S, Wulf G, Lethwaite R. Positive social-comprative feedback enhances motor learning in children. Psychology of exercise and sport. 2012.13(6); 849-853.
  32. Wulf G, Chiviacowsky S, Lewthwaite R. Altering mindset can enhance motor learning in older adults. Psychology and ageing. 2012. 27; 14-21.
  33. جهانبخش حمیده. اثر بازخورد هنجاری روی یادگیری مهارت پرتاب ازبالای شانه دانش آموزان 9 تا 11 سال. پایان نامه کارشناسی ارشد. اهواز: دانشگاه شهیدچمران؛ 1392.
  34. استیری زهرا، عرب عامری الهه، حمایت‌طلب رسول، شیخ محمود، حجازی الهه، رهاوی رضا، چشمی علی. تأثیر بازخورد به کوشش‌های موفق و ناموفق بر یادگیری تکالیف ردیابی ساده و پیچیده. رشد و یادگیری حرکتی ورزشی. 1392. (13): 25-5.
  35. Badami R. Vaez Mousavi M. Wulf G, Namazizadeh M F. feedback after good trials enhance intrinsic motivation. Research quarterly for exercise and sport. 2011.82 (2); 360-364.
  36. Badami R, Kohestani S, Taghian F.Feedback on more accurate trials enhances learning of sport skills. World applied sciences journal.2011. 133; 537-540.
  37. Ahmadi P. Sabzi A. Heirani A. Hasanvand B. The effect of feedback after good, goodpoor trials, and self control conditions an acquisition and learning of force production task. Facta Universitatis, Series: physical education and sport. 2011. 9(1); 35-43.
  38. Zeto E, Michalopoulou M, Giazitzi K, Kioumourtzoglou E. Contextual interference effects in learning volleyball skill. Perceptual and Motor Skill. 2007. 104(3); 995-1004.
  39. Landers D.M, Landers D M.teacher versus peer models: effect of models presence and performance level on motor behavior. Journal of motor behavior. 1973. (5); 129-139.
  40. Scully D M, Newell K M. Observational learning and the acquisition of motor skills: Toward a visual perception perspective. Journal of Human Movement Studies. 1985. (11); 169-186.
  41. Gould D.R. the influence of motor task types on model effectiveness.Unpublished doctoral dissertation jornal sport psychology. 1980. (3); 17-29.
  42. Herbert E P, Landing D. Effects of a learning model and augmented feedback on tennis acquisition Reserch Quarterly exercise sprt. 1993. (65); 250-257.
  43. Sheffield F N. Theorical consideration in learning of complex sequential task from demonstration and practice. Student response in programmed instruction.1961. :13-32.32.
  44. Lee T D, White M .A. influence of an un-skilled models practice schedule on observational motor learning.human movment scince. 1990. (9); 349-367.
  45. محمدزاده حسن، حیدری ماندانا. رابط شکست یا موفقیت با انتظارات خودکارامدی مردان جوان درتکلیف تیراندازی. رشد و یادگیری حرکتی ورزشی. 1391. (9): 18-5.

Files

History

  • Receive Date: 20 June 2015
  • Revise Date: 27 November 2024
  • Accept Date: 31 December 2020

Share

How to cite

Statistics