Effect of verbal feedback and self-evaluation on learning fundamental basketball skills

Thesis Type: Postgraduate

Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Physical Education and Sports, Turkey

Approval Date: 2005

Thesis Language: English

Student: Mine Müftüler



The study investigated the effects of verbal feedback in KP forms and self-evaluation on learning two fundamental basketball skills, dribbling and lay-up, which were novel to the participants (N = 75) who were 4th ا and 5th ا grade level students in a public elementary school. The students were assigned to one of four different treatment groups: (a) control group, (b) verbal feedback group (VF), (c) self-evaluation group (SE), and (d) self-evaluation + verbal feedback group (SE+VF). Students̕ performances on each task were evaluated by two independent observers on a 5-point Likert type scale in which the scores were given from 1 representing very poor to 5 representing very well. During acquisition phase, students were given 14 trials on two separate days. However, for the retention phase, the students were given 4 trials without receiving treatment conditions. The acquisition data were analyzed with a 4 (Group) x 4 (Block) analyses of variance (ANOVA) with repeated measures on the block factor. The retention data were analyzed by, a 4 x 2 (Group x Block) repeated measure ANOVA. In the acquisition phase, subjects in the control, VF, and SE+ VF groups performed significantly better than those in the SE group in both dribbling and lay-up tasks F (3,71) = 8.72, p < .05 and F (3,71) = 7.05, p < .01 respectively. However, in the retention phase, performance scores of the tasks for the students in VF group surpassed the other experimental groups F (3,71) = 9.42, p < .05. and F (3,71) = 4.02, p < .05 respectively.