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 ´ / 2 (Group ´ / 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.
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| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12605691/index.pdf |
| Date | 01 December 2004 |
| Creators | Akinci, Yasin |
| Contributors | Kirazci, Sadettin |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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