Introduction and Purpose: Observational learning is recognized as one of the effective methods for teaching motor skills, especially in situations where direct access to a coach is not available. Self-regulated observational feedback can play an important role in enhancing motivation, perceived competence, and improving the execution of sports skills. The purpose of the present study was to investigate the effect of self-regulated observational feedback on learning the front crawl swimming skill in boys aged 12 to 15 years.
Methodology: This study was conducted using a quasi-experimental design with pre-test, post-test, and control group. The statistical population included boys aged 12 to 15 years from Borujerd city. Forty-five participants were selected by convenience sampling and randomly assigned into three groups: front crawl practice, front crawl practice with video observation, and control. The front crawl swimming skill training was conducted over 12 sessions during four weeks. To assess the quality of performance, the standardized checklist by Clark and Ste-Marie (2007) was used. Data were analyzed using SPSS software and appropriate statistical tests.
Findings: Results showed that the group receiving combined feedback from observing an expert model and self-review scored significantly higher in front crawl skill compared to the control and practice-only groups (p < 0.001). Additionally, the practice group that only received feedback from observing the expert model showed significant improvement compared to the control group (p < 0.001).
Conclusion: Self-regulated observational feedback, combining expert model observation and self-review, has a positive and significant effect on improving front crawl swimming skill.