Abstract
ObjectivesThe present study investigated the influence of social-comparative feedback on the learning of a throwing task in 10-year-old children. DesignTwo-group experimental design, including a practice phase and retention test. MethodBoth groups of participants, a positive social-comparative feedback and a control group, received veridical feedback about their performance (accuracy score) after each practice trial. In addition, after each block of 10 trials, the positive feedback group was given bogus feedback suggesting that their own performance was better than that of a peer group's on that block. One day after the practice phase, a retention test without (veridical or social-comparative) feedback was performed to assess learning effects as a function of feedback. ResultsThe positive feedback group demonstrated greater throwing accuracy than the control group on the retention test. In addition, questionnaire results indicated that this group scored higher in terms of perceived competence than the control group. ConclusionsThese findings demonstrate that feedback can have an important motivational function that affects the learning of motor skills in children.
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