title: Effects of generic versus non-generic feedback on motor learning in children.
abstract: Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks--a situation frequently encountered in the context of motor performance and learning.
authors: School of Physical Education, Federal University of Pelotas, Pelotas, RS, Brazil.
authors: Suzete
authors: S
authors: Chiviacowsky
authors: School of Physical Education, Federal University of Pelotas, Pelotas, RS, Brazil.
authors: Ricardo
authors: R
authors: Drews
mesh_terms: D002648:Child; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D009048:Motor Skills; D011897:Random Allocation; D015203:Reproducibility of Results; D012153:Retention, Psychology; D013647:Task Performance and Analysis