Document Type : Research Paper
Authors
Abstract
The aim of this study was to examine the effect of generic and non-generic feedback on motor performance and learning in mentally retarded children based on two approaches about abilities. 30 mentally retarded children were selected and divided into two generic and non-generic feedback groups and performed two experiments. In the first experiment, subjects were asked to kick a soccer ball into a specific target. During the acquisition period there was no difference between the two groups (P=0.918). However, after receiving negative feedback, providing generic feedback resulted in worse performance than non-generic feedback (P=0.003). In retention test, providing generic feedback during practice caused worse performance (P=0.001). In second experiment we examined more permanent consequences. Results of retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement (P<0.05). The findings demonstrated the importance of the wording of feedback (type and manner of expression) and showed that non-generic feedback is more effective in performance and learning process than generic feedback and in providing feedback coaches should emphasis on some aspects of ability that is learnable.
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