The Effect of Three Types Instructional Feedback on Soccer Skills Hosni Hasan 1 , Fadhlan Aris 2 Faculty of Sports Science and Recreation, Universiti Teknologi MARA Shah Alam, Malaysia 1 hosnihasan@salam.uitm.edu.my, 2 vascoo_sr@yahoo.com Abstract-This study investigated the effects of instructional feedback methods using information about correct, errors and a combination of correct and errors among novice soccer players, 16-17 years of age with more than a year of soccer training experiences. The same approach was implemented by [1] but on different motor skills. The participants were divided randomly into three groups (Group I, II and III). The three groups received different instructions for the two skills (soccer heading and dribbling). Group I received instructional cues for the correct execution of the performance, Group II received instructional cues on errors of the execution and Group III received instructions on errors and how to correct them. There was a pre-test before starting the training program, a post test after seven weeks of training program and a retention test, after a day. It was found that there was significant improvement on the results (pre-post-retention) for Group I and Group II for Soccer Ball Heading Test. There was also a significant difference between groups on retention test. For Soccer Ball Dribbling Test, there was no group effect between Group I, II and III during retention test. Group I and III showed significant improvement in this skill test. It can be concluded that, the use of suitable feedback information can helps the novice or learner to acquire the motor skills easily. Keywords-Feedback, Acquisition, Soccer skills. I. INTRODUCTION Motor learning is a set of internal process associated with practice or experience leading to relatively permanent changes in the capability for movement. It is suggested that motor learning is an ongoing process in which a learner passes through distinct phases during skill acquisition. The acquisition of motor skill learning can be present in three phases of practice, the cognitive stage, associate stage and autonomous phase. The use of instruction, model and augmented feedback are beneficial during the stage of practice [2]. A weak assessment of learning during practice will give impact on performance and did not achieve the learning effects. A better assessment of learning was provided by retention and transfer tests after temporary effects no longer exerted an influence on performance. Augmented feedback refers to information that a learner does not normally receive directly from the senses [3, 4, 5]. It is a common component of the communication between instructor and learner in skill learning. It can be done by using verbal or by visual aids and it conducted by the coach. There are two types of augmented feedback. There are knowledge of result (KR) and knowledge of performance (KP). Both of those types of augmented feedback play a same principle in the way it affects motor skill learning [6]. Certain skill level can be achieved with task intrinsic feedback, but augmented feedback is needed to attain a higher level of performance and it not depends only on the feedback frequently, but considering some factor such as, nature, mode, precisions, amount and timing of feedback through with the complexity of the skill and experiences of the learner [7]. The use of augmented feedback is effective either after the performance or to reduce the error. It was supported by the past study by [1], which requiring the learner with the information feedback will make the movement progress successfully and some motor behaviors researcher indicate feedback as being the most important factor that influence the performance and learning process. Providing the learner with augmented feedback also prevent the learner from get any injury by correcting the error technique that lead to injury. When discussing about the effect of augmented feedback, the factor that should be considered during providing the feedback is regarding the frequency of the feedback. The effect of augmented feedback also depends on the frequency of the feedback given to the learner. Frequency of the feedback may give different impact on the learner performance. It may guide the learner to a correct response while perform the practice and interfere with the problem solving process [8]. Correct timing is also very important in applying feedback. The feedback usually apply either after the task has been complete or currently during the actual movement. Base on the past study by [9], to achieve permanent changes in learner performance, the feedback should be delivered to the learner after finished performing the task. There was some disagreement on the augmented feedback [10], as one of the importance variable in the learning process. A research was conducted to determine whether feedback is effective when provided to the learner 2010 International Conference on Science and Social Research (CSSR 2010), December 5 - 7, 2010, Kuala Lumpur, Malaysia 978-1-4244-8986-2/10/$26.00 ©2010 IEEE 1320