Date of Award
Summer 7-1-2025
Document Type
Dissertation
Degree Name
Doctor of Kinesiology (PhD)
Department
Kinesiology
Abstract
This study aims to look at feedback frequency with college athletes through augmented feedback with a novel sports skill. While there is research on feedback frequency, much of that research has been conducted using children and general population college students as participants; there is very limited research on athletes as participants. Athletes possess a unique characteristic as they are typically advanced in motor skills and routinely receive feedback in the practice of their sport. Participants in the study were NCAA Division II college athletes (N=82) from one of nine sports. Using a modified golf putt, participants tried to land a lacrosse ball on a center target. Participants received knowledge of results feedback during the acquisition phase at various frequencies: 50%, 25%, faded, self-controlled, and yoked. After a 24-hour delayed retention test, participants were scored on trials in relation to the target. Feedback frequency groups were compared using a one-way ANOVA, and no statistically significant differences were found across the groups. Within the participant questionnaire, 78% of participants reported that they preferred to receive feedback using both knowledge of results and knowledge of performance while learning a new skill. These findings, along with previous research, emphasize the importance of individualized preference-based feedback styles to enhance performance and team cohesion. The study contributes to the growing body of knowledge on coaching strategies, highlighting individualized feedback and the importance of the coach knowing the athlete to enhance performance. Further research should continue to look at feedback frequency among athletes.