The Effects of Confirmative, Corrective and Combinative Summary Knowledge of Performance Feedbacks on Intrinsic Motivation and Table Tennis Service Learning

The purpose of this study was to determine the effect of confirmative, corrective, and combinative feedbacks on intrinsic motivation and table tennis service with lateral twist learning. 60 beginner girls with the age range of 15-16 were randomly assigned to four groups of confirmative, corrective, confirmativecorrective, and corrective- confirmative. The acquisition phase consisted of 120 table tennis services, performed in 24 blocks of 5 trials. Confirmative feedback group received the summary feedback of their correct movements, and the corrective feedback group received the summary feedback of their wrong movements. The combinative feedback groups received both confirmative and corrective feedbacks with different alternation. One day after the acquisition phase, a transfer test and ten days later, the retention test was performed. Before and after the acquisition phase, the participants completed the intrinsic motivation inventory. Data were analyzed by repeated–measures analysis of variance, one-way analysis of variance, as well as covariance. The results revealed the confirmative-corrective group had higher score in all three phases of acquisition, transfer, and retention in comparison with the three other groups. Intrinsic motivation and its sub-scales were also higher in the confirmative-corrective and the confirmative feedback groups in comparison with the two other groups.