THE PRESENT STUDY AIMED TO INVESTIGATE THE EFFECT OF SELF-CONTROLLED AND SELF-CONTROLLED NORMATIVE FEEDBACK ON ACQUISITION, RETENTION AND TRANSFER OF A TARGET THROWING TASK IN GIRLS AGED 12 TO 14.THIS STUDY WAS A QUASI-EXPERIMENTAL, AND APPLIED. PARTICIPANTS IN THIS STUDY WERE 55 SIXTH-GRADE SCHOOLCHILDREN. SUBJECTS WERE RANDOMLY DIVIDED INTO FOUR GROUPS: SELF-CONTROLLED FEEDBACK GROUP AND THEIR YOKED GROUP, SELF-CONTROLLED NORMATIVE FEEDBACK AND THEIR YOKED GROUP. EXECUTIVE PROTOCOL LASTED 4 DAYS. THE FIRST DAY OF THE EXPERIMENT, ALL SUBJECTS PARTICIPATED IN PRETEST. PRETEST WAS TO INCLUDE A BLOCK OF 10TRIAL OF THROWING TASK. ON THE SECOND DAY WHICH WAS FOR THE ACQUISITION STAGE THE GROUP EXECUTED 10 TRIES OF THROWING OF 60 BLOCKS AND AFTER AN HOUR A PRETEST OF THROWING 10 BLOCKS HAD BEEN TESTED. ON THE THIRD DAY OF EXPERIMENT, THE TESTS PERFORMED THE RETENTION STAGE WHICH CONSISTED OF 10 TRAILS AND ON THE LAST DAY 10 THROWING HAD PERFORMED. A REPEATED MEASURE ANALYSIS OF VARIANCE (ANOVA) WAS USED TO BY SPSS VERSION 16 AT P£.05. THE RESULTS OF THIS STUDY SHOWED THAT IN ACQUISITION PHASE SELF-CONTROLLED AND NORMATIVE SELF-CONTROLLED FEEDBACK HAD SIGNIFICANT EFFECT SINCE PAIRED GROUPS HAD BETTER PERFORMANCE. HOWEVER IN RETENTION AND TRANSFER PHASES THERE WAS NOT ANY SIGNIFICANT EFFECT.

Keywords