Efeitos do feedback positivo na aprendizagem do arremesso de lance livre do basquetebol

Abstract

Several studies highlight the importance of motivation in motor learning. This study aimed to investigate the effects of positive feedback, in the form of praise for good performance, on motor learning. Thirty-four adults of both sexes, with an average age of 24.853 years (SD: 2.647), were divided into two groups — positive feedback (PF) and control (without positive feedback) — and performed the task of shooting a standard men's basketball (0.62 kg) from a regulation free-throw distance (4.57 m), with the main goal being to make accurate shots. The participants initially completed a pre-test phase with 5 shots, followed by 50 attempts in the acquisition phase, during which the PF group received various positive feedbacks every block of 5 attempts. After 24 hours, both groups performed retention and transfer tests without any feedback. Self-efficacy questionnaires were administered to measure the participants' motivational levels at different stages of the study. The results did not reveal any differences between the groups in terms of shot accuracy or self-efficacy at any stage of the study. It was concluded that providing positive feedback did not lead to greater gains in free-throw learning in basketball among young adults.