عنوان مقاله [English]
Background and Aim: The beneficial effects of normative feedback on learning motor skills in a number of studies have shown, but there is no study to determine the effectiveness of these methods has been done on learning constant assignments. the main hypothesis of the present study was to determine the effect of normative feedback on the learning of continuous tracking task in the novice sample.
Materials and Methods: 20 subjects were randomly divided into two groups: positive normative and control group. Acquisition phase includes executing of 60 trials in six blocks. Per block were 10 trials. The practice phase was performed during two days so retention and transfer test was held 48 hours after the last training session. A mixed ANOVA (2*8) with repetitive measures in last factor and T-independent were used.
Results: The results showed that positive normative group have better performance and learning compared to the other groups in acquisition Phase (P = 0.004) and retention test (P =0.012). But there was not any significant difference in the transfer test parameter (P =0.16).
Conclusion: The findings indicate that normative feedback probably has an important motivational function that affects the learning of continuous motor skills.