The problem of this study was to determine the effects of videotape feedback upon teachers' classroom verbal and nonverbal behavior, objectives, methods, and expressed attitudes about teaching.

The purpose of this study was to examine how different feedback conditions effect the skill learning in basketball. Two task were selected and participants were randomly grouped and assigned to the verbal, visual + verbal, and visual feedback groups. In task one, a continuos skill of basketball, dribbling and in task two a discrete skill of basketball lay up skill were used. Two experts evaluated performances of the participants. In the study first a pre test applied to the subjects to form the groups than a day later subjects performed both task 15 times (5 trails in 3 sets) and get relevant feedback after every 5 trails for three consequent days. 72 hours later a retention test was applied to the subjects to test learning. A 3 &acute / 2 (Group &acute / Condition) ANOVA was used to calculate the differences between the groups in the pre test and post test conditions. The results indicated no significant difference between the groups for the two skills in the pre test but the post-test results indicated significant difference among the verbal to visual + verbal group, visual to visual + verbal group and verbal and visual group. The total difference scores of the groups were also significant where visual + verbal condition indicated the highest improvement whereas the visual condition indicated the least improvement in the two selected basketball skills. The study indicated that the verbal feedback for novice group caused better improvement and retention of the dribbling and lay-up basketball skills compared to the visual feedback group. This watermark does not appear in the registered version -