Effect of Content of Augmented Feedback on Acquisition, Retention, Transfer of Motor Skill and Intrinsic Motivation in Children and Adolescents: A Distinct Perception-Action in Novice and Skilled

The purpose of present study was to determine the effect of content of augmented feedback on acquisition, retention, transfer of motor skill and intrinsic motivation and perception-action relationship with performance level in children and adolescents. For this purpose, 50 children (mean age 10.23±1.5 years) and 50 adolescents (mean age 15.36±1.15 years) were selected using convenience sampling from boys’ schools of area two of Mashhad and separation of age factor were stratified randomly (skilled and novice) assigned to either generic or non-generic feedback group. The task was included football kick skill to predetermined goals. Performance accuracy measured in acquisition (phase 1 and 2), immediate retention, delay retention and transfer tests. Ryan’s intrinsic motivation questionnaire was used for measurement of participants’ intrinsic motivation after the first and second phases of acquisition. Perception-action of novice and skilled individuals also measured after the first phase of acquisition. The findings showed that the difference between feedback groups was not significant in the first phase of acquisition, but were significant in the second phase of acquisition, immediate retention, delay retention and transfer tests. The results of intrinsic motivation showed that the difference was significant between feedback groups. For measurement of perception-action was used correlation between scores and estimation of perceived goal size that showed the relationship between perception and action of novice and skilled individuals was significant. Conclusion of this study that using the content of non-generic than generic feedback can be lead to motor learning and more intrinsic motivation in children and adolescents.