THE EFFECT OF KNOWLEDGE OF PERFORMANCE FEEDBACK AND TASK DIFFICULTY ON PERFORMANCE AND LEARNING OF BASKETBALL CHEST PASS: CHALLENGE BASED LEARNING APPROACH

Authors

  • Sayed Kavos Salehi Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shahid Rajaee Teacher Training University, Lavizan, Tehran, Iran
  • Leila Lajm Orak Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Shoushtar Branch, Islamic Azad University, Shoushtar, Iran

DOI:

https://doi.org/10.46827/ejpe.v0i0.2904

Keywords:

task difficulty, nominal difficulty, confirmation feedback, correlation feedback

Abstract

The purpose of this study was to investigate the effects of the knowledge of performance feedback and task difficulty on basketball chest pass performance and learning with challenge point hypothesis. In order to achieve the research goals, 96 non-experienced and unfamiliar students were selected in a targeted and accessible manner and randomly classified into 8 groups. Each of the groups practiced with its own protocols, combining different levels. Two-way variance analysis with repeated measurements and two-way analysis of variance were used to analyze the data. The results showed that the knowledge of performance feedback (confirmatory and corrective) had a significant effect on the acquisition and learning of the basketball chest pass and the effect of confirmation feedback was greater than the correction in the retention phase. Also, the task difficulty (nominal and functional) had an effect on the performance and learning of basketball chest pass, and this effect was high in the retention test for functional difficulty. Additionally, the interaction of knowledge of performance and the task difficulty was not significant. In general, the results of this study find that it is beneficial to use the trainings-based challenge point -framework- to improve performance and learning.

 

Article visualizations:

Hit counter

DOI

References

Albaret, J.-M., & Thon, B. (1998). Differential effects of task complexity on contextual interference in a drawing task. Acta psychologica, 100(1-2), 9-24.

Andrieux, M., Boutin, A., & Thon, B. (2016). Self-control of task difficulty during early practice promotes motor skill learning. Journal of motor behavior, 48(1), 57-65.

Cantin, N., Ryan, J., & Polatajko, H. J. (2014). Impact of task difficulty and motor ability on visual-motor task performance of children with and without developmental coordination disorder. Human movement science, 34, 217-232.

Chiviacowsky, S., Wulf, G., Wally, R., & Borges, T. (2009). Knowledge of results after good trials enhances learning in older adults. Research quarterly for exercise and sport, 80(3), 663-668.

Goh, H.-T., Kantak, S. S., & Sullivan, K. J. (2012). Movement pattern and parameter learning in children: Effects of feedback frequency. Research quarterly for exercise and sport, 83(2), 346-352.

Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior, 36(2), 212-224.

Hitchcock, E. R., & Mcallister Byun, T. (2015). Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study. Clinical linguistics & phonetics, 29(1), 59-75.

Magill, R. A., & Anderson, D. I. (2007). Motor learning and control: Concepts and applications (Vol. 11): McGraw-Hill New York.

Pollock, C. L., Boyd, L. A., Hunt, M. A., & Garland, S. J. (2014). Use of the challenge point framework to guide motor learning of stepping reactions for improved balance control in people with stroke: a case series. Physical therapy, 94(4), 562-570.

Porter, J. M., & Magill, R. A. (2010). Systematically increasing contextual interference is beneficial for learning sport skills. Journal of sports sciences, 28(12), 1277-1285.

Rice, M. S., & Hernandez, H. G. (2006). Frequency of knowledge of results and motor learning in persons with developmental delay. Occupational therapy international, 13(1), 35-48.

Sanli, E. A., & Lee, T. D. (2015). Nominal and functional task difficulty in skill acquisition: Effects on performance in two tests of transfer. Human movement science, 41, 218-229.

Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis: Human kinetics.

Sidaway, B., Bates, J., Occhiogrosso, B., Schlagenhaufer, J., & Wilkes, D. (2012). Interaction of feedback frequency and task difficulty in children's motor skill learning. Physical therapy, 92(7), 948-957.

Sidaway, B., & Trzaska, A. (2005). Can mental practice increase ankle dorsiflexor torque? Physical therapy, 85(10), 1053-1060.

Vander Linden, D. W., Cauraugh, J. H., & Greene, T. A. (1993). The effect of frequency of kinetic feedback on learning an isometric force production task in nondisabled subjects. Physical therapy, 73(2), 79-87.

Downloads

Published

2020-03-06

Issue

Vol 6, No 2 (2020)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).