The effect of social-comparative feedback on acquisition and consolidation of a perceptual-motor skill

The aim of this study was to determine of the social-comparative feedback effect on acquisition and consolidation of a perceptual-motor skill in high school male students. In this study, 36 high school students were randomly assigned to three groups of 12 subjects with positive , negative and veridical social-comparative feedback groups. Pretest scores were recorded . Acquisition phase were five days and each subjects performed 10 blocks of the three trials badminton long serve in each day. After the each block, they received feedback of average scores in the form of positive ( higher than the actual rating ) , negative ( lower than the actual rating ) and veridical ( the actual rating ) due to the group to which they belong. Also after 72 hours detraining, consolidation test performed as well as pretest. After determining the data normality and homogeneity of variances to analyze data was used from repeated measures ANOVA, one-way ANOVA and Tukey posthoc test at the significant level 0.05 . The acquisition phase results showed that practice days were improved the performance of groups. But there was no significantly difference between groups. The consolidation of positive feedback group was significantly better than other groups. The findings suggest that positive social-comparative feedback affects the consolidation of a perceptual-motor skill such as targeted badminton long serve .