Abstract
Background: Although the useful effects of self-controlled feedback on motor skills learning have been proven, a study dealing with the effects of self-controlled and instructor-controlled feedback on learning and intrinsic motivation among novice taekwondo players has so far not been conducted. Objective: The purpose of the present study was to examine the effects of self-controlled and instructor-controlled feedback on learning the ap chagi technique and intrinsic motivation among novice adolescent taekwondo players. Methods: Thirty participants (12.43 ± 2.08 years) were selected purposefully and homogeneously based on pre-test scores. They were categorized in the three groups, namely self-control, yoked, and instructor-control. The acquisition phase consisted of 100 ap chagi in 10 blocks of 10 trials. The practices were done over four days and the retention test was conducted 48 hours after the last practice session. The Intrinsic Motivation Inventory was administered to evaluate participants' subjective experience associated with the target task. The task included the ap chagi technique that contained five sub-scales were derived from the evaluation form of World Taekwondo Federation for rating the trials. Mixed and one-way ANOVA models were utilized to analyze the data. Results: The results demonstrated that self-control group have better ap chagi performance during retention test compared to other groups (p = .007). Moreover, the results of intrinsic motivation questionnaire indicated that motivation of self-control group was higher, especially in terms of perceived competence (p = .004) than the other two groups. Conclusion: The results of this study confirmed the usefulness of self-controlled feedback for motor learning by way of an ap chagi technique task. Feedback also affects a learner's intrinsic motivation, which, in turn, seems to improve learning.
Highlights
The importance of feedback as an educational tool is undeniable; issues such as accuracy, type, and frequency of feedback are not favorable in athletic and educational environments (Janelle, Kim, & Singer, 1995)
The results obtained from all three groups using analysis of variance (ANOVA) with repeated measures on the second factor indicated that the main effect of the block is considered to be significant (F(2, 27) = 22.94, p = .004, η2 = .45); but, the interaction effect of group × block (F(2, 27) = 2.12, p = .87) and the main effect of the given group were not significant (F(2, 27) = 0.96, p = .39)
A similar result was found for the total score of intrinsic motivation (F(2, 27) = 9.29, p = .004, η2 p
Summary
The importance of feedback as an educational tool is undeniable; issues such as accuracy, type, and frequency of feedback are not favorable in athletic and educational environments (Janelle, Kim, & Singer, 1995). It should be noted that self-controlled feedback has been used in relation to augmented feedback (Chiviacowsky, de Medeiros, Kaefer, Wally, & Wulf, 2008; Chiviacowsky & Wulf, 2002, 2007; Grand et al, 2015; Janelle, Barba Frehlich, Tennant, & Gauraugh,1997; Janelle et al, 1995; Patterson & Carter, 2010), videotape (Aiken, Fairbrother, & Post, 2012; Hartman, 2005; Patterson & Carter, 2010), body guiding (Wulf, Clauss, Shea, & Whitacre, 2001), practice amount (Post, Fairbrother, & Barros, 2011), task planning (Keetch & Lee, 2007), and sport tools choice and task difficulty (Andrieux, Danna, & Thon, 2012) In all these studies, self-control during retention or transfer test promoted performance in comparison with controlled conditions (yoked condition). Conclusion: The results of this study confirmed the usefulness of self-controlled feedback for motor learning by way of an ap chagi technique task. Feedback affects a learner’s intrinsic motivation, which, in turn, seems to improve learning
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
