Abstract

Summary This article reports on the effects of positive and negative verbal feedback on the physical performance of children between the ages of five and eight years, with some gymnastics experience. The study involved 28 children in an experimental design. The subjects were required to hold a wall seat position for as long as possible on two separate occasions. On the first occasion no feedback was given and on the second occasion either positive or negative feedback was given. The duration for which they held the position on each occasion was recorded. The data obtained were subjected to an unrelated t-test and the result proved to be significant (P The authors suggest there are many factors that influence performance and it should not be assumed that the effect of verbal feedback will be a consistent in every situation. The authors also discuss several ways in which the experimental conditions could be improved to standardise the results further and make them more applicable to a clinical setting.

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