The effect of self controlled feedback and model´s skill level in physical, observational and physical- observational practice conditions on volley ball service learning in adolescences

This study aimed to examine the effect of self controlled feedback and model´s skill level in physical, observational and physical- observational practice conditions on volley ball service learning in adolescences. 120-elementry students (with average age 11.2 ± 0.85 years old) selected and divided to 12 groups based on their pre test that contains 20volley ball serves. Practice phase included 4weeks, contains 3sessions which each session includes 30 serves. After last session of practice immediate retention test and 48 hours later delayed retention test was conducted. The results were analyzed using one-way AONAVA test, MANOAVA test and paired test. The effect of model skill level was not significant in the Physical and Observational Learning in the immediate and delayed retention phase. But the effect of feedback types was significant in both physical and observational learning (p<0.05). The physical – observational learning groups had the best results in two phases of test and the physical practice groups did better than observational groups. There was also no significant improve in observational groups from pre test to immediate and delayed retention phase. this result suggests the advantages for self-controlled feedback in observational practice as well as combination observational- physical practice.