The effect of document feedback on the acquisition and memorization of throwing skills

Dissertation for receiving a master's degree in the field of physical education and sports science, movement behavior

Abstract

The purpose of this research was to investigate the effect of documentary feedback on the acquisition and memorization of dart throwing skills. This research was semi-experimental in which 58 male and female subjects in the age range of 20-25 years who participated voluntarily were used. In the present research method, according to the results of the pre-test, people were divided into three favorable, unfavorable and control groups. Subjects received feedback while performing their dart throwing skill. Desired group, audio functional documentary feedback; The adverse group received audio non-functional documentary feedback. The control group did not receive feedback. The performance scores of all subjects were recorded during the training days. And at the end, after 48 hours, a memory test was taken from them and the results were recorded. The collected data were analyzed using descriptive statistics and ANOVA with repeated measures. The results showed that the functional documentary feedback has a positive effect on the acquisition of girls and boys, and the memory of boys, and it has no effect on the memory of girls. Non-functional documentary feedback has a negative effect on the acquisition of girls and boys, and the memory of boys, and has no effect on the memory of girls. These results showed that documentary feedback caused significant and meaningful changes in skill acquisition and memorization and clearly caused improvement and decline in performance. It is suggested to examine the effect of documentation on different skills.

Key words: sports psychology, documentation dimensions, feedback, implementation, learning

1. Introduction

Human beings are constantly dealing with learning from the beginning of their lives to the end of their lives, in other words, learning. It is of public interest. From human babies to teachers and students, everyone deals with learning in some way. Even in some cases, animals also shape their behavior through learning. Therefore, the life of every living being, especially humans, depends on the act of learning. Because for every moment of life, a special behavior is necessary, without which the progress of life will not be possible, and a person must either learn this behavior or change his previous behavior (Bagherzadeh et al., 1376). This learning is more vital for humans compared to other creatures. Imagine what our lives would be like if we only had the inherited ability present at the time of our birth. A human being without the ability to speak, write, read, and more importantly perform complex movement skills that can be seen in sports, music, and industry, will be a relatively simple being. Learning seems to happen almost continuously. Everything you do today creates knowledge or ability that affects what you do tomorrow or the day after (Bagherzadeh et al., 1376).

The fact that we are able to acquire new knowledge and skills has caused a strong interest in learning methods, important determining variables in how to benefit from experience and practice and educational programs (Schmidt and Lee [1], 1387).

One ??of the most important factors affecting learning is feedback, which plays a very important role in the acquisition and control of sports movement. Scientific studies have shown that after training, feedback is the most important factor that controls how skills are implemented and learned (Schmidt, 2016). Undoubtedly, one of the most important learning processes is the use of feedback in the practice of motor skills, which is one of the strongest variables that affect the learning of motor skills. In fact, feedback is information about the difference between a person's performance and the ideal state, and this information can be provided both through the person's internal devices and from an external source (Magil[2], 2013). The key point of these two fields is the effect of the mind on the body (Khodavardi, 2013 and Yousefi and Sheikh, 2014).. The key point of these two areas is the effect of the mind on the body (Khodavardi, 2013 and Yousefi and Sheikh, 2014). In recent years, research in physical education and sports science has provided basic and practical information; But these still do not meet the needs of this field and various aspects still need a lot of research. A person's progress in movement skills is a process that requires spending time and money, and if the psychological conditions of people are not taken into account, the coach and the trainee may feel that they have not reached their desired goals at the end of the training period (Mohammedzadeh, 2012). But traditionally, it is thought that only the training related to the physical performance of the skill is effective. Most of the sports coaches are not familiar with the category of regulating the psychological conditions of the learner in a scientific and reasoned way. The information that the learner receives during performance from the instructor or other people determining the quality of performance affects the psychological condition of the person. One of the psychological structures in the implementation and progress in the learning stages is the documentary thinking [3]. Attributions refer to the causal attributions that individuals have for their success or failure in a particular performance. The most documented work in the field is related to the theories of Hyder[4] (1958, 1944). This theory states that in order to understand how to behave, we must look at how they understand and respond to their environment (Mishal and Robin [5], 2001).

After Heider, other researchers such as Freeze, Kukla, Reed, Rist, Rosenbaum and Weiner [6] expanded this issue to the field of motivation to progress by examining academic success. They concluded that causal perceptions are effective for achieving goals. Because the expectation of the next success depends on the degree and how the success or failure of the previous results. Wiener classified documents along two dimensions of place, causality and stability. Location, i.e. how internal or external the documents are to the executor. For example, internal ability and effort, and luck and task difficulty are external. Stability [7] refers to the fact that documents are likely to change over time, ability and task difficulty are stable factors. Wiener added the third dimension (controllability) to his model to distinguish between factors that are internal but not very controllable (such as personal effort) (Dayan, translated by Bahram and Shafizadeh, 2013). Wiener's model points out that stability is the most important attributional dimension, and stable attributions lead to increased certainty about future outcomes (Gordon and Randall [8], 2008). Robert [9] and Pascuzzi [10] (1979) modified Wiener's model for sports events (Michael and Robin, 2001 and Peggy et al., 2008). Further, Sandra Graham [11] (1988), Reiss [12], Ingledo [13] and Hardy [14] (2005), Hanrahan [15] and Serin [16] (2008), and other researchers have examined the documents in different fields, however, the existing challenge is related to the way of evaluations. Reviews are often limited to Wiener's theory and rarely deal with different dimensions. So that people would choose one or some of the proposed factors as the result of their actions. On the other hand, in most researches, people are asked to imagine that they do an action and succeed or fail, or that the action was in the past and in people's memory. That is, the factor of experience and touch of real results did not exist in this research. This quasi-experimental, in which 58 male and female subjects aged 25-20 years participated voluntarily, were used. In the present study, the subjects into three groups according to the pre-test results are favorable, unfavorable and control groups. People skills when playing darts. Received your feedback. Good control, audio feedback, functional documents; Group undesirable, receive audio feedback is non-functional documents. The control group received no feedback. Scores of all subjects were recorded during the training days. And at the end of their 48-hour retention test and the results were recorded. Collected data using descriptive statistics and ANOVA with repeated measures was analyzed.