Positive social-comparative feedback enhances motor learning in children |
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| Authors: | Luciana TG Ávila Suzete Chiviacowsky Gabriele Wulf Rebecca Lewthwaite |
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| Institution: | 1. Federal University of Pelotas, Brazil;2. University of Nevada, Las Vegas, USA;3. Rancho Los Amigos National Rehabilitation Center, Downey, CA, USA;4. University of Southern California, USA;1. School of Kinesiology, Auburn University, 301 Wire Road, Auburn University, AL 36849, USA;2. Department of Physical Education, Federal University of Lavras, Campus Centro – Lavras, 37200-000 MG, Brazil;1. Department of Physical Therapy, School of Health Technology and Management, Stony Brook University, Stony Brook, NY, USA;2. School of Healthcare Studies, Cardiff University, Cardiff, Wales, UK;3. Department of Physical Therapy, Thomas Jefferson University, Philadelphia, PA, USA;1. University of Nevada, Las Vegas, USA;2. Federal University of Pelotas, Brazil;1. Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China;2. School of Public Health, The University of Hong Kong, Hong Kong, China;3. Te Oranga School of Human Development and Movement Studies, The University of Waikato, New Zealand |
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| 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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