Goal Setting and Feedback for the Development of Instructional Strategies

Abstract

This study was done to evaluate the effectiveness of three practice methods, (a) feedback as knowledge of performance (KP), (b) feedback as knowledge of results combined with the goal-setting method, and (c) a combination of knowledge of performance and results with the goal-setting method on the performance and learning of basketball skills of different complexity. Three groups (n = 26) of children followed the practice methods and the performance (result), and technique of simple and complex basketball skills (dribble, pass, shoot, and lay-up) were assessed for their effectiveness. Subjects practiced using four exercises for each skill, three times a week, for eight weeks. A performance and a retention test (two weeks later) were conducted. A multivariate analysis of variance with repeated measures on the last factor indicated that knowledge of performance with results of goal-setting significantly improved the techniques of the more complex skills but it was significantly better than the knowledge of results and goal-setting method for passing. Giving knowledge of results and setting goals improved performance and proved to be better than the knowledge of performance method. Finally, the combined method was as good as the knowledge of performance and as good as the knowledge of results plus goal setting in performance but improvement was delayed mostly for the more complex skills. Attentional needs for the analysis of information given determined the success in skills execution and the effectiveness of the methods. The different content of the information given to the athletes may improve different aspects of motion or execution of the skills.

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

“…Tzetzis et al. 29 ) showed that, for learning a physical skill, goal setting and feedback are among the most important factors. However, they suggested that, feedback does not improve performance when feedback is separated from goals.…”

Automatisierung der motorischen Kontrolle

“…Die Gruppe mit dem normativ-negativen Feedback konnte allerdings gegenüber der normativ-positiven Gruppe weitere Leistungssteigerungen erreichen. Möglicherweise funktioniert der zusätzlich präsentierte Referenzwert hier als Zielstellungsinstruktion (Goal-Setting; Tzetzis et al 1997) und fördert die Motivation und die Zuversicht, weitere Leistungssteigerungen zu erzielen.…”

Neurodevelopmental readiness of children for participation in sports

“…In the early middle years, as children are just beginning to compare their performance with those of their peers, involvement in competitive sports should be minimal (1,14,24,33). It is more important to work on the perceptual motor skills, decision-making skills, and problem-solving skills necessary for participation in a number of different sports rather than prematurely specializing in one or two sports (14,30,57).…”