Shima Abdorrahman Chapari, Samira Mashhoodi and Yaser Kazemzadeh
The aim of this study was comparison of self-regulated and instructor-regulated feedbacks on acquisition and retention of throwing skill in basketball's lay-up shot. The research subjects consisted 30 girl students 11 to 13 years old right-handed and beginner who were randomly selected and divided into two groups. Self-regulated group received feedback based on need but the other group received feedback based on control by instructor. In this research was used prescriptive verbal feedback. Subjects performed 60 trials in acquisition stage over two days and a week later performed 10 trials in retention and 10 trials in transfer test. To analyze the data obtained in the descriptive statistics, measures of central tendency and dispersion measures of the dependent variable was the experimental group and in Inferential statistics, variance analysis (Series training trials) 6 × (type of feedback) 2 for the acquisition, retention and transfer to the independent t-test was used. Result indicated no significant difference between self-regulated and instructor-regulated groups in acquisition stage, but self-regulated feedback group had better performance in retention and transfer tests than instructor-regulated feedback group. So we concluded that subjects self determination in time of feedback reception can be advantage and feedback schedule based on subject-regulated method is more effective than instructor-regulated method. Also self-regulated feedback is useful for complex skills in field conditions.
