Effect of Type of Feedback on Intrinsic Motivation and Learning of Volleyball Jump Serve in Students with Different Levels of Neuroticism

Abstract

Several researchers have studied the effects of type of feedback on learning motor skills, but there are few studies on the interaction between personality traits and the type of feedback. Objectives. This study aimed at investigating the effect of type of feedback on intrinsic motivation and learning volleyball jump serve in students with neuroticism. Methods. A total of 59 female-16-17 year old students were classified into 4 groups based on their psycho inventoryical neurosis and type of feedback. Research tools included NEO five factors and intrinsic motivation inventories. The participants’ goal was volleyball jump serving. In the acquisition phase, the participants performed 96 volleyball jump serves in four blocks of trials of 24. The retention test was conducted two weeks after the acquisition phase. Before and after the acquisition phase, participants completed the intrinsic motivation inventory. Data were analyzed using repeated measures analysis of variance (ANOVA) and two-way ANOVA. Results. The type of feedback had an effect on acquisition (P = 0.33), retention (P < 0.001), and intrinsic motivation (P < 0.001), and the positive normative feedback group had better intrinsic motivation and better learning than the negative normative feedback group. The effect of personality type on acquisition and intrinsic motivation was significant, and highly neurotic students (Score 81 to 105) had lower scores on acquisition phase and lower intrinsic motivation. However, the effect of personality type on retention scores was not significant. Conclusion. Positive normative feedback for learning of the volleyball jump serve is better than negative normative feedback for beginners.