Determining and Comparing the Effect of Positive Normative Feedback on Simultaneous and Delayed Observational Learning of Racket Aiming Skills of Adolescent Girls

The present study was conducted with the aim of determining and comparing the effect of positive normative feedback on simultaneous and delayed observational learning of racket aiming skills of adolescent girls.

This research is semi-experimental, the participants were 40 girls aged 16 to 18, who were randomly divided into two groups of simultaneous observational learning and delayed observational learning. The implementation protocol lasted for 3 days and the task was to execute a tennis forehand shot with the non-dominant hand towards a concentric target on the floor. on the first day of the pre-test, then the acquisition phase after an hour of rest after the test; On the second day, the memorization test was performed and on the third day, the transfer test was performed. For the simultaneous group, the video was playing at the same time as the people were performing, but for the delayed group, they started tapping after the end of the video. In order to determine the effects of independent variables, SPSS statistical software version 26 was used to analyze the data of this research. Descriptive statistics were used to draw graphs, average and standard deviation, and inferential statistics (variance analysis) were used to analyze hypotheses.

No significant difference was observed in the stages of memorization and transfer.

Based on the results of the present research, the delayed observational learning group performed significantly better in the post-test stage compared to the simultaneous observational learning group.