Sixty (N=60) college students were randomly assigned to one of three feedback groups: quantitative, qualitative, and control. A pretest was administered to all participants and involved 10 trials of putting golf balls to a hole 12 yards away. The pretest was followed by an acquisition phase during which each participant performed 35 trials of the putting task under their respective feedback condition. Participants in the quantitative group received feedback on the amount of error (e.g., 4 inches short) whereas those in the qualitative augmented feedback group received a qualitative statement (e.g., far to the left) after each putt. Participants in the control group did not receive any augmented feedback. A retention test was administered to all participants 24 hours later followed by a transfer test involving 10 putting trials from 15 yards away. The results of a 3x3 (Groups x Tests) mixed factorial ANOVA with repeated measures on the tests revealed that while no group differences were found on the pretest, participants in the quantitative feedback group demonstrated significantly (p<.05) higher putting accuracy than the qualitative and control groups on both the retention and transfer tests. This finding suggests that precise, quantitative augmented feedback enhances skill learning. Copyright © 2004 The Hong Kong Institute of Education.
|Title of host publication||Global perspectives in the integration of physical activity, sports, dance, and exercise science in physical education: From theory to practice|
|Editors||Ming-Kai CHIN, Larry D. HENSLEY, Paulette COTE, Shi-Hui CHEN|
|Place of Publication||Hong Kong|
|Publisher||Dept. of Physical Education and Sports Science, The Hong Kong Institute of Education|
|Publication status||Published - 2004|