Positive social-comparative feedback enhances motor learning in children

Psychology of Sport and Exercise

Volumn 13, Issue 6, 2012, Pages 849-853

  Ávila, Luciana T G ^a   Chiviacowsky, Suzete ^a   Wulf, Gabriele ^b   Lewthwaite, Rebecca ^c,d  

^a FEDERAL UNIVERSITY OF PELOTAS   (Brazil)

^b UNIVERSITY OF NEVADA   (United States)

^c RANCHO LOS AMIGOS NATIONAL REHABILITATION CENTER   (United States)

^d UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

Perceived competence; Positive feedback; Throwing

Indexed keywords

EID: 84864479577     PISSN: 14690292     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.psychsport.2012.07.001     Document Type: Article

References (41)

1. Allen J.B., Howe B.L. Player ability, coach feedback, and female adolescent athletes' perceived competence and satisfaction. Journal of Sport and Exercise Psychology 1998, 20:280-299.
2. Amorose A.J., Horn T.S. Intrinsic motivation: relationships with collegiate athletes' gender, scholarship status, and perceptions of their coaches' behavior. Journal of Sport and Exercise Psychology 2000, 22:63-84.
3. Badami R., Vaezmousavi M., Wulf G., Namazizadeh M. Feedback after good versus poor trials affects intrinsic motivation. Research Quarterly for Exercise and Sport 2011, 82:360-364.
4. Badami R., VaezMousavi M., Wulf G., Namazizadeh M. Feedback about more accurate versus less accurate trials: differential effects on self-confidence and activation. Research Quarterly for Exercise and Sport 2012, 83:196-203.
5. Bandura A., Jourden F.J. Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of Personality and Social Psychology 1991, 60:941-951.
6. Butler R. Age trends in the use of social and temporal comparison for self-evaluation: examination of a novel developmental hypothesis. Child Development 1998, 69:1054-1073.
7. Cairney J., Hay J.A., Faught B.E., Léger L., Mathers B. Generalized self-efficacy and performance on the 20-metre shuttle run in children. American Journal of Human Biology 2008, 20:132-138.
8. Chatzopoulos D., Drakou A., Kotzamanidou M., Tsorbatzoudis H. Girls' soccer performance and motivation: games versus technique approach. Perceptual and Motor Skills 2006, 103:463-470.
9. Cheng R.W., Lam S. Self-construal and social comparison effects. British Journal of Educational Psychology 2007, 77:197-211.
10. Chiviacowsky S., Godinho M., Tani G. Self-controlled knowledge of results: effects of different schedules and task complexity. Journal of Human Movement Studies 2005, 49(4):277-296.
11. Chiviacowsky S., Wulf G. Self-controlled feedback: does it enhance learning because performers get feedback when they need it?. Research Quarterly for Exercise and Sport 2002, 73:408-415.
12. Chiviacowsky S., Wulf G. Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport 2007, 78:40-47.
13. Chiviacowsky S., Wulf G., Medeiros F., Kaefer A., Tani G. Learning benefits of self-controlled knowledge of results in 10-years old children. Research Quarterly for Exercise and Sport 2008, 79:405-410.
14. Chiviacowsky S., Wulf G., Medeiros F., Kaefer A., Wally R. Self-controlled feedback in 10-year-old children: higher feedback frequencies enhance learning. Research Quarterly for Exercise and Sport 2008, 79:122-127.
15. Chiviacowsky S., Wulf G., Wally R., Borges T. Knowledge of results after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport 2009, 80:663-668.
16. Clark S.E., Ste-Marie D.M. The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance. Journal of Sports Sciences 2007, 25:577-586.
17. Hutchinson J.C., Sherman T., Martinovic N., Tenenbaum G. The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology 2008, 20:457-472.
18. Janelle C.M., Barba D.A., Frehlich S.G., Tennant L.K., Cauraugh J.H. Maximizing performance effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport 1997, 68:269-279.
19. Johnson D.S., Turban D.B., Pieper K.F., Ng Y.M. Exploring the role of normative- and performance-based feedback in motivational processes. Journal of Applied Social Psychology 1996, 26:973-992.
20. Kavussanu M., Roberts G.C. Motivation in physical activity contexts: the relationship of perceived motivational climate to intrinsic motivation and self-efficacy. Journal of Sport & Exercise Psychology 1996, 18:264-280.
21. Koka A., Hein V. Perceptions of teachers' feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise 2003, 4:333-346.
22. Lewthwaite R., Wulf G. Grand challenge for movement science and sport psychology: embracing the social-cognitive-affective-motor nature of motor behavior. Frontiers in Psychology 2010, 1:42. 10.3389/fpsyg.2010.00042.
23. Lewthwaite R., Wulf G. Social-comparative feedback affects motor skill learning. The Quarterly Journal of Experimental Psychology 2010, 1:1-12.
24. Lewthwaite R., Wulf G. Motor learning through a motivational lens. Skill acquisition in sport: Research, theory & practice 2012, 173-191. 2nd ed. N.J. Hodges, A.M. Williams (Eds.).
25. Likesas G., Zachopoulou G. Music and movement education as a form of motivation in teaching Greek traditional dances. Perceptual and Motor Skills 2006, 102:552-562.
26. McAuley E., Duncan T., Tammen V. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research Quarterly for Exercise and Sport 1989, 60:48-58.
27. Marsh H.W., Chanal J.P., Sarrazin P.G. Self-belief does make a difference: a reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance. Journal of Sports Sciences 2006, 24:101-111.
28. Marsh H.W., Gerlach E., Trautwein U., Ludtke O., Brettschneider W.D. Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering. Child Development 2007, 78:1640-1656.
29. Mouratidis A., Vansteenkiste M., Lens W., Sideridis G. The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport and Exercise Psychology 2008, 30:240-268.
30. Newell K.M., Kennedy J.A. Knowledge of results and children's motor learning. Development Psychology 1978, 14:531-536.
31. Patterson J.T., Carter M. Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science 2010, 29:214-227.
32. Saemi E., Porter J.M., Ghotbi-Varzaneh A., Zarghami M., Maleki F. Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise 2012, 13:378-382.
33. Saemi E., Wulf G., Varzaneh A.G., Zarghami M. Feedback after good versus poor trials enhances learning in children. Brazilian Journal of Physical Education and Sport 2011, 25:671-679.
34. Schmidt R.A., Lee T.D. Motor control and learning: A behavioral emphasis 2011, Human Kinetics, Champaign, IL. 5th ed.
35. Simões F., Alarcão M. Assessment of intrinsic motivation for learning: validation of two scales for children and adolescents. Psico-UFS 2011, 16:265-273.
36. Stipek D., Recchia S., McClintic S. Self-evaluation in young children. Monographs of the Society for Research in Child Development 1992, 57:1-98.
37. Sullivan K., Kantak S., Burtner P. Motor learning in children: feedback effects on skill acquisition. Physical Therapy 2008, 889:720-732.
38. Trempe M., Sabourin M., Proteau L. Success modulates consolidation processes in visuomotor adaptation. Journal of Experimental Psychology: Learning, Memory, and Cognition 2011, 38:52-60.
39. Whitehead J.R., Corbin C.B. Youth fitness testing: the effect of percentile-based evaluative feedback on intrinsic motivation. Research Quarterly for Exercise and Sport 1991, 62:225-231.
40. Wulf G., Chiviacowsky S., Lewthwaite R. Normative feedback effects on learning a timing task. Research Quarterly for Exercise and Sport 2010, 81:425-431.
41. Wulf G., Chiviacowsky S., Lewthwaite R. Altering mindset can enhance motor learning in older adults. Psychology & Aging 2012, 27:14-21.