Sport Sciences Research Institute Motor Behavior 2538-273X 7 19 2015 03 21 The effect of self-controlled feedback on learning of a throwing task in 10 years old children with autism spectrum disorder in Hamadan city The effect of self-controlled feedback on learning of a throwing task in 10 years old children with autism spectrum disorder in Hamadan city 79 90 341 FA Mohammadreza Ashtari Journal Article 2014 03 02 The aim of present study was examine the effect of self-controlled feedback on learning of a throwing task in 10 years old children with Autism spectrum disorder in Hamadan city. The subjects of the study included 20 children (10 years old) who suffered with Autism spectrum disorder in Hamadan city that assigned to self-controlled and yoked groups randomly and practiced throwing of 100 (gr) bean bag with non-dominant hand and eyes closed, in order to prevent of knowledge of their results. During the acquisition phase, we gave to our self-controlled group verbal feedback, whenever they asked for it which included direction and amounts of their performance, in the same time the yoked group replicated the feedback schedules of their counterparts in self-controlled group without any choice, the only difference was the ability of control feedback. After 24 hours participants performed retention test which included performing of 10 trials without any feedback. The analysis of data with ANOVA, repeated measure and T test showed that, in acquisition phase, differences between self-controlled feedback and yoked groups was not significant but it was significant in retention test (p≤ 0.05). These finding confirm that self-controlled feedback even in children with genetically disorder due to more active involvement in learning process and increase of motivation is more beneficial for learning. The aim of present study was examine the effect of self-controlled feedback on learning of a throwing task in 10 years old children with Autism spectrum disorder in Hamadan city. The subjects of the study included 20 children (10 years old) who suffered with Autism spectrum disorder in Hamadan city that assigned to self-controlled and yoked groups randomly and practiced throwing of 100 (gr) bean bag with non-dominant hand and eyes closed, in order to prevent of knowledge of their results. During the acquisition phase, we gave to our self-controlled group verbal feedback, whenever they asked for it which included direction and amounts of their performance, in the same time the yoked group replicated the feedback schedules of their counterparts in self-controlled group without any choice, the only difference was the ability of control feedback. After 24 hours participants performed retention test which included performing of 10 trials without any feedback. The analysis of data with ANOVA, repeated measure and T test showed that, in acquisition phase, differences between self-controlled feedback and yoked groups was not significant but it was significant in retention test (p≤ 0.05). These finding confirm that self-controlled feedback even in children with genetically disorder due to more active involvement in learning process and increase of motivation is more beneficial for learning. https://mbj.ssrc.ac.ir/article_341_3dd48ab31d016ffcbf3314df2b3cb9ce.pdf