성공 피드백이 어린이들의 골프 퍼팅에 미치는 효과 (The Effects of Feedback after Good Trials on the Golf Putting in 10-year Old Children)

서지정보

· 발행기관 : 한국발육발달학회
· 수록지 정보 : 한국발육발달학회지 / 20권 / 4호 / 261 ~ 268페이지
· 저자명 : 한남익, 박종태

초록

Recent studies (Chiviacowsky, & Wulf, 2002, 2005, 2007; Chiviacowsky et al., 2009; Badami et al.,2011, 2012) have shown that learner prefer to receive feedback after they believe they had a good rather than poor trial. The present study followed up on this finding and determined whether feedback is more effective when provided after good or relatively poor trials. The task required participants to putt golf balls to a target placed on the floor. They had no prior experience with the experimental task. Twenty-four elementary school children with a mean age of 10.4 years participated in this experiment. Participants randomly assigned to two groups with 12participants in the ‘KR on good trials’ and 12 in the ‘KR on poor trials’ group. Data obtained from all subjects in six acquisition and two retention trials blocks were analyzed with two separate analyses of variance for each of four error scores. There was no differences in practice. However, on the retention test without KR, performed 1day after the practice phase, the KR good group clearly had higher accuracy scores than the KR poor group. And analyses on the variable error indicated a significant interaction (group × block) during the retention phase. These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials.

영어초록

Recent studies (Chiviacowsky, & Wulf, 2002, 2005, 2007; Chiviacowsky et al., 2009; Badami et al.,2011, 2012) have shown that learner prefer to receive feedback after they believe they had a good rather than poor trial. The present study followed up on this finding and determined whether feedback is more effective when provided after good or relatively poor trials. The task required participants to putt golf balls to a target placed on the floor. They had no prior experience with the experimental task. Twenty-four elementary school children with a mean age of 10.4 years participated in this experiment. Participants randomly assigned to two groups with 12participants in the ‘KR on good trials’ and 12 in the ‘KR on poor trials’ group. Data obtained from all subjects in six acquisition and two retention trials blocks were analyzed with two separate analyses of variance for each of four error scores. There was no differences in practice. However, on the retention test without KR, performed 1day after the practice phase, the KR good group clearly had higher accuracy scores than the KR poor group. And analyses on the variable error indicated a significant interaction (group × block) during the retention phase. These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials.

참고자료

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