THE EFFECT OF SELF- MODELING TYPES (FEED-FORWARD, POSITIVE SELFREVIEW, SELF-OBSERVATION) AND PHYSICAL PRACTICE ON LEARNING LONG BADMINTON SERVICE

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SHAMSIPOUR DEHKORDI P.; ABDOLI B.; VAEZ MOUSAVI S.M.K.; SHAMS A.

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Journal: MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE) Year:2010 | Volume:2 | Issue:5 Page(s): 25-41

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Title

THE EFFECT OF SELF- MODELING TYPES (FEED-FORWARD, POSITIVE SELFREVIEW, SELF-OBSERVATION) AND PHYSICAL PRACTICE ON LEARNING LONG BADMINTON SERVICE

Author(s)

SHAMSIPOUR DEHKORDI P. | ABDOLI B. | VAEZ MOUSAVI S.M.K. | SHAMS A. | Issue Writer Certificate

Keywords

FEED-FORWARD SELF-MODELINGQ3

POSITIVE SELF-REVIEW SELF-MODELINGQ3

SELF-OBSERVATIONQ3

SELF-REGULATIONQ2

Abstract

The purpose of the present study was to determine the effect of self-modeling (Feed-forward, positive self-review, SELF-OBSERVATION) and physical practice on learning long badminton service. 84 right handed female participants (mean age 24±2.5 years) with no prior experiences on the task were randomly assigned to seven experimental group. All subjects were participated in pretest then were received interventions for two days per week over a period of three weeks and performed 10 badminton long services in retention and transfer test after one week. The data were analyzed with one way analysis of variance (ANOVA) and Duncan post hoc test. The results showed that there was a significant difference in retention test among groups performance in performance quality and quantity (P<0.05). The result of Duncan post hoc test showed that Feed-forward combined with practice, positive self-review combined with practice and SELF-OBSERVATION combined with practice groups in performance quality and feed-forward combined with practice and positive self-review combined with practice groups significantly improved in performance quantity and feed-forward combined with practice groups' performance was better than other groups.Also in transfer test, there was significant difference between groups' performance (P<0.05). The result of Duncan post hoc test showed that Feed forward combined with practice group's performance quality was better than other groups significantly. However, in transfer test there was no significant difference in performance quantity of experimental groups.

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APA: Copy

SHAMSIPOUR DEHKORDI, P., ABDOLI, B., VAEZ MOUSAVI, S.M.K., & SHAMS, A.. (2010). THE EFFECT OF SELF- MODELING TYPES (FEED-FORWARD, POSITIVE SELFREVIEW, SELF-OBSERVATION) AND PHYSICAL PRACTICE ON LEARNING LONG BADMINTON SERVICE. MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE), 2(5), 25-41. SID. https://sid.ir/paper/232865/en

Vancouver: Copy

SHAMSIPOUR DEHKORDI P., ABDOLI B., VAEZ MOUSAVI S.M.K., SHAMS A.. THE EFFECT OF SELF- MODELING TYPES (FEED-FORWARD, POSITIVE SELFREVIEW, SELF-OBSERVATION) AND PHYSICAL PRACTICE ON LEARNING LONG BADMINTON SERVICE. MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE)[Internet]. 2010;2(5):25-41. Available from: https://sid.ir/paper/232865/en

IEEE: Copy

P. SHAMSIPOUR DEHKORDI, B. ABDOLI, S.M.K. VAEZ MOUSAVI, and A. SHAMS, “THE EFFECT OF SELF- MODELING TYPES (FEED-FORWARD, POSITIVE SELFREVIEW, SELF-OBSERVATION) AND PHYSICAL PRACTICE ON LEARNING LONG BADMINTON SERVICE,” MOTOR BEHAVIOR (RESEARCH ON SPORT SCIENCE), vol. 2, no. 5, pp. 25–41, 2010, [Online]. Available: https://sid.ir/paper/232865/en

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