Date of Award

1997

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Kinesiology

First Advisor

Amelia M. Lee

Abstract

The focus of this study was to investigate the effects of various augmented feedback conditions on students' self-perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task. Fourth grade physical education students (n = 103) participating in a one week instructional unit on the skill of cupstacking were randomly assigned to one of four feedback conditions: (a) no feedback, (b) motivational feedback, (c) task or informational feedback, and (d) motivational and task feedback combined. While students practiced simple (3 x 6 x 3) and complex (1 x 10 x 1) cupstacking skills, instruction and feedback were provided by university education majors. Following an introductory video, students completed surveys indicating their self-perceptions of ability to learn (SPAL) cupstacking and in particular their self-perceptions of ability to perform (SPAP) the 3 x 6 x 3 skill. Pretest performance scores were recorded, and students received 30 minutes of instruction and feedback. Ability perceptions were reassessed and posttest performance scores recorded. Procedures were repeated while students under the same instructor and same feedback condition practiced the 1 x 10 x 1 skill. Classes were videotaped in order to code student practice behavior. Final SPAL cupstacking were assessed by students on a survey. The results indicate an overall increase in SPA and performance scores and a general decrease in on-task behavior. Specifically, task and combined motivational and task feedback produced greater gains in performance scores on the complex skill, and better on-task behavior patterns with both skills than did no feedback or simple motivational feedback. The results suggests the importance of task feedback during initial learning phases of a novel skill both in terms of positive student engagement and actual performance improvement, and highlight the need for physical educators capable of providing appropriate, meaningful feedback. Though SPA were not altered significantly, the combined task and motivational feedback did show a tendency towards interaction with the more specific SPAP measurement. This supports the notion of SPA specificity and correspondence to criterial task (Pajares, 1996).

ISBN

9780591458749

Pages

107

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