The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning

Aim and The motor learning skill and self-efficacy require support and feedback support. The aim of the present research was to determine the effect of positive social-comparative feedback and autonomy support on the self-efficacy and learning of throwing targeting skill in 8- to 9-year-old students in Area 9 of Tehran City, Iran.
Methods and Materials: To this aim, through convenience sampling, 60 right-handed students were selected as the sample and were assigned to four 15-member groups of positive social-comparative feedback, autonomous support, positive social-comparative feedback and autonomous support simultaneously, and control according to height, weight, level of developmental skill, and the pretest scores. The acquisition stage included 6 10-trial blocks. In groups including positive social-comparative feedbacks, the participants received real feedback after each block as well as a feedback in comparison to the performance of other children, and in groups including self-efficacy support, the participants could choose the color of bags before each block. To compare the means, combined 2-factor analysis of variance (ANOVA) repeating measurement of the last factor, and between-groups one-way ANOVA with Bonferroni correction was used.
Findings: The social-comparative feedback and self-efficacy support, whether separately or simultaneously in one group, could improve children’s motor performance and learning through enhancing self-efficacy.
Moreover, the positive effect of simultaneous social-comparative feedback and self-efficacy support on motor learning is considerably remarkable.