Introduction and purpose: In this study, the effect of increasing performance expectations through comparative feedback on the learning of targeting skills and the enjoyment of physical activity in 13-15-year-old adolescents in Karaj city was evaluated.
Methodology: For this purpose, 60 male students were selected by purposeful sampling and randomly divided into three groups of 20, tested positive feedback, negative feedback, and real feedback from targeting skills in six blocks of six attempts. The exercise task was throwing 100 grams of a 3-meter distance; subjects were evaluated in four stages: pre-test, acquisition, retention and transfer. In addition, the amount of enjoyment of the licentious people from their activities was evaluated using the Pleasure Inventory of Physical activity. The data were analyzed using one-way ANOVA with repeated measures, covariance analysis and Bonferroni’s post hoc test.
Results: The results showed that there was a significant difference between the test scores of the positive feedback group in the pretest stages with acquisition, retention and transmission, but these differences were not significant in the negative feedback group and control group. Also, the results of covariance analysis indicated that there was a significant difference between the positive feedback group, the negative feedback group and the control group at the acquisition, retention, and transfer tests. The results of the Pleasure Questionnaire showed a significant difference between the groups in the post-test.
Conclusion: Findings indicate that positive feedback in learning has a facilitating and synergistic effect. Therefore, educators and educators can use it to accelerate learners learning.