GOAL-SETTING AND FEEDBACK FOR THE DEVELOPMENT OF INSTRUCTIONAL STRATEGIES

This study was done to evaluate the effectiveness of three practice me thods, (a) feedback as knowledge of performance (KP), (b) feedback as knowledge of results combined with the goal-setting method, and (c) a combination of knowledge of performance and results with the goal-sett ing method on the performance and learning of basketball skills of dif ferent complexity. Three groups (n=26) of children followed the practi ce methods and the performance (result), and technique of simple and c omplex basketball skills (dribble, pass, shoot, and lay-up) were asses sed for their effectiveness. Subjects practiced using four exercises f or each skill, three times a week, for eight weeks. A performance and a retention test (two weeks later) were conducted. A multivariate anal ysis of variance with repeated measures on the last factor indicated t hat knowledge of performance with results of goal-setting significantl y improved the techniques of the more complex skills but it was signif icantly better than the knowledge of results and goal-setting method f or passing. Giving knowledge of results and setting goals improved per formance and proved to be better than the knowledge of performance met hod. Finally, the combined method was as good as the knowledge of perf ormance and as good as the knowledge of results plus goal setting in p erformance but improvement was delayed mostly for the more complex ski lls. Attentional needs for the analysis of information given determine d the success in skills execution and the effectiveness of the methods . The different content of the information given to the athletes may i mprove different aspects of motion or execution of the skills.