Effects of a Learning Model and Augmented Feedback on Tennis Skill Acquisition

Abstract

This experiment investigated the effects of observing a learning model and receiving augmented verbal feedback on the acquisition and retention of the tennis volley. Female undergraduate students were randomly assigned to four groups: (a) AFB—received augmented verbal feedback from an instructor, (b) LMFB—monitored a learning model's trials and feedback, (c) LMFB + AFB—monitored a learning model's trials and feedback and received verbal feedback from an instructor, and (d) Control—received neither treatment. Subjects were pretested, given 50 acquisition trials, and then a retention test. Outcome and movement pattern dependent variables were employed. Repeated measures analyses indicated that all three experimental groups were significantly better than the Control group on movement pattern and outcome, with the greatest success experienced by the LMFB + AFB group. Findings are discussed relative to previous research findings and implications for practitioners.

Key Words:

• feedback
• modeling