The effect of three types instructional feedback on soccer skills

This study investigated the effects of instructional feedback methods using information about correct, errors and a combination of correct and errors among novice soccer players, 16–17 years of age with more than a year of soccer training experiences. The same approach was implemented by [1] but on different motor skills. The participants were divided randomly into three groups (Group I, II and III). The three groups received different instructions for the two skills (soccer heading and dribbling). Group I received instructional cues for the correct execution of the performance, Group II received instructional cues on errors of the execution and Group III received instructions on errors and how to correct them. There was a pre-test before starting the training program, a post test after seven weeks of training program and a retention test, after a day. It was found that there was significant improvement on the results (pre-post-retention) for Group I and Group II for Soccer Ball Heading Test. There was also a significant difference between groups on retention test. For Soccer Ball Dribbling Test, there was no group effect between Group I, II and III during retention test. Group I and III showed significant improvement in this skill test. It can be concluded that, the use of suitable feedback information can helps the novice or learner to acquire the motor skills easily.