Efeitos do feedback de concepções de capacidade na aprendizagem motora em crianças

Abstract

The objective of the present study was to verify the effects of the feedback of conceptions of ability in the acquisition of a motor skill in children of different age groups. The sample consisted of 68 participants (32 boys and 36 girls), aged 6 and 12 years, divided into 4 practice groups: malleable conceptions of ability feedback 6 and 12 (FBM6 and FBM12) and fixed conceptions of ability feedback 6 and 12 (FBF6 and FBF12). The motor task used was the soccer throw, aiming to hit the center of a target. This target consists of a colored circle, 2.16 meters in diameter, equally divided into 5 scoring zones, with the central zone having a value of 5 points and the zones surrounding the target having a value of 4, 3, 2 and 1 In the acquisition phase, all participants performed 30 trials with conceptions of ability feedback provided at each block of 5 trials. Retention test 1 was performed after 24 hours, in which each participant performed 5 attempts, without providing any feedback. After the first retention test all subjects received the same negative feedback. Soon, 5 more attempts were made regarding retention test 2, similar to retention test 1. Self-efficacy questionnaires and the Intrinsic Motivation Inventory (competence, interest and importance) were applied at different times of the study. The results revealed, in the retention test 2 carried out after the provision of negative feedback, superior performance based on the feedback of malleable conceptions of capacity. However, no differences were found in any motivational construct from providing feedback on malleable conception of ability during the study phases. It is concluded that the feedback of malleable conceptions of ability benefits the acquisition of sports motor skills in children of different age groups.