Feedback About More Accurate Versus Less Accurate Trials: Differential Effects on Self-Confidence and Activation

Badami, Rokhsareh; VaezMousavi, Mohammad; Wulf, Gabriele; Namazizadeh, Mahdi

doi:10.5641/027013612800745275

Cited by 36 publications

(51 citation statements)

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“…Thus, feedback emphasizing successful performance, while ignoring less successful attempts, benefited learning. Feedback after good trials has also been found to increase perceptions of competence (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011;Saemi et al, 2011) and self-efficacy (Badami et al, 2012;Saemi et al, 2012). The conviction that one is doing well, and the confidence in being able to perform well in the future, or their correlates such as positive affect, are conditions consistent with optimal performance and learning.…”

Section: Positive Feedbackmentioning

confidence: 72%

“…An underappreciated function of feedback in the motor learning literature has been its influence on the performer's motivational state. In a series of recent studies, providing learners with feedback after "good" trials, compared with "poor" trials, resulted in more effective learning (Badami, VaezMousavi, Wulf, & Namazizadeh, 2012;Chiviacowsky & Wulf, 2007;Chiviacowsky, Wulf, Wally, & Borges, 2009;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012;Saemi, Wulf, Varzaneh, & Zarghami, 2011). In those studies, feedback about task performance was given after blocks of trials.…”

Section: Positive Feedbackmentioning

confidence: 99%

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Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

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Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self-and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.Keywords Motivation . Attentional focus . Self-efficacy . Positive affect . Dopamine . Motor performance Skilled movement is fundamental to surviving and thriving in the world and the basis as well for many of the highest human endeavors and cultural achievements, from sport to art to music. How people learn and relearn movement skills has been addressed from a number of disparate scientific perspectives and levels of analysis, including behavioral, social cognitive, neurophysiological, and neurocomputational. In part, differences in assumptions, scientific terminology and philosophy, as well as methodological approaches have made scholarly rapprochement challenging, but we see the end goal of optimizing motor learning as important. We suggest that it may be valuable to bring recent insights from various approaches together to identify a coherent way forward that can result in optimized learning from humans' earliest encounters with new motor skills to the lifelong development of motoric expertise.It is typically considered time to look afresh at dominant theories in a field when the accumulating evidence suggests that old frameworks cannot account for substantial new insights an...

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Section: Positive Feedbackmentioning

confidence: 72%

Section: Positive Feedbackmentioning

confidence: 99%

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

Self Cite

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“…The findings of Badami et al (2012) also signified that the learning rate of the feedback group after fairly accurate trials in retention test was better than the other group. The studies which dealt with the effect of feedback after good trials on learning showed that feedback after good trial encourages the learners to achieve their goals and escalates their hope for the following performances (Salmoni et al, 1984).…”

Section: Introductionmentioning

confidence: 67%

“…These results were repeated in the studies of Chiviacowsky et al (2009), Saemi et al (2012, and Badami et al (2012) on the effect of feedback after good and successful trials. Since the studies done in good and poor trials utilized single tasks, we made use of continuous motor tasks to highlight the effects of feedback after good trials and poor trials on them.…”

Section: Introductionmentioning

confidence: 96%

The effect of feedback after good and poor trials on the continuous motor tasks learning

Goudini¹,

Saemi²,

Ashrafpoornavaee³

et al. 2018

Acta Gymnica

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“…According to the studies conducted with respect to the effect of verbal feedback and visual feedback on achievement, visual feedback through video use is more effective than the verbal feedback when the achievement is considered (Badami, VaezMousavi, Wulf, & Namazizadeh, 2012). Weekes et al (Weeks et al, 2002) performed an investigation on a group which received the visual feedback via video.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2017

JPES

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Background: The purpose of the present study is to examine the effects of visual, verbal and verbal-visual feedback on the success of serve and bump skills training in volleyball. Methods: The total participants of the study were 42 university students. All the participants attended the PE lectures during the 2012-2013 academic years in a form of 3 different classes which consisted of 14 students per each. Each class was assigned as an experimental group and received different feedback styles for bump and serve skills in volleyball. The feedback was as follows: verbal feedback (mean age= 12.28 ± 0.46; sport age=1.85 ± 0.62), visual feedback (12.14 ± 0.37; 1.66 ± 0.44) and verbal-visual feedback (12.21 ± 0.42; 1.91 ± 0.38). Considering the pre-test/ post-test design, the data collected from students' test scores in cognitive domain and video records were assessed and scored by experts related to the achievements in the psychomotor area. Descriptive statistics and T-Test analysis was used to investigate if there were any significant differences between pre-test and post-test scores of each experimental group. Also, an ANOVA Test was conducted to assess the significant differences between groups. Results: Results showed that there were meaningful differences between the levels of success in verbal, visual and verbal-visual feedback of pre-test and post-test scores of each group in terms of cognitive domain [F(39,2)=26.87;p=0.001] and [F(39,2)=7.807;p=0.001]. For each type of evaluation, all feedback styles increased the success levels of bumps and serve skills of the participants. Conclusions: Consequently, the findings of the present work suggested that the use of verbal-visual feedback styles that were given by teachers' instructions and video records can positively affect the learning process of bump and serve skills in volleyball.

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Feedback About More Accurate Versus Less Accurate Trials: Differential Effects on Self-Confidence and Activation

Cited by 36 publications

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Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

The effect of feedback after good and poor trials on the continuous motor tasks learning

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