Feedback positivo na aprendizagem motora: efeitos da comparação temporal e social

• Autor(a) principal: Fernandes, José Henrique Tiago
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/34874
• topic: Aprendizagem motora; Feddback; Comparação temporal; Comparação social; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

A number of studies has pointed out the benefits and acquisition of different skills from positive feedbacks of temporal and social comparison. However, it is unclear which of these feedbacks would lead to greater gains in motor learning. The aim of this study was to verify the effects of social and temporal comparison on motor learning. The sample consisted of 45 participants (30 men and 15 women), with a mean age of 23.2 ± 2.86 years old, distributed in a positive temporal comparison feedback group (GFT), a positive social comparison feedback group (GFS) and a control group (GCON). The motor skill task analyzed was serial time of reaction, in which should perform a series of 10 clicks using the computer mouse as quickly as possible, following the appearance of circles on the screen. All of them first performed 20 trials in the pre-test phase and later attemped 105 times in the acquisition phase. In this phase, participants received feedback indicating improved performance (GFT) or superior performance relative to other practice participants (GFS) after each 15 trials and the first comparison feedback was provided after the 30th trial. After 24h a retention test and a transfer test was performed, consisting wich of 20 trials, without feedback providing. A motivation questionnaire was applied in different moment o the study. The results did not reveal any between group differences in the performance on the study phases. However, the GFT and GFS groups showed a greater perception of competence, compared to the GCON. We concluded that the provision of positive feedbacks of temporal and social comparison does not lead to distinct effects in the acquisition of a motor skill in young adults.