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Athanasios Mouratidis, Maarten Vansteenkiste, Willy Lens and Georgios Sideridis

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

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Joëlle Carpentier and Geneviève A. Mageau

Change-oriented feedback (COF) quality is predictive of between-athletes differences in their sport experience (Carpentier & Mageau, 2013). This study extends these findings by investigating how training-to-training variations in COF quality influence athletes’ training experience (within-athlete differences) while controlling for the impact of promotion-oriented feedback (POF). In total, 49 athletes completed a diary after 15 consecutive training sessions to assess COF and POF received during training, as well as situational outcomes. Multivariate multilevel analyses showed that, when controlling for covariates, COF quality during a specific training session is positively linked to athletes’ autonomous motivation, self-confidence and satisfaction of their psychological needs for autonomy and relatedness during the same session. In contrast, COF quantity is negatively linked to athletes’ need for competence. POF quality is a significant positive predictor of athletes’ self-confidence and needs for autonomy and competence. Contributions to the feedback and SDT literature, and for coaches’ training, are discussed.

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Jeff E. Goodwin

% [ Ishikura, 2008 ]; 50% [ Winstein & Schmidt, 1990 , Experiments 2 and 3]). Results of these investigations have shown that receiving 100% relative frequency of KR in the acquisition phase produces a negative effect on learning when the feedback was removed on no-KR retention tests (see guidance hypothesis

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Marcelo Eduardo de Souza Nunes, Umberto Cesar Correa, Marina Gusman Thomazi Xavier de Souza, Luciano Basso, Daniel Boari Coelho and Suely Santos

Understanding how extrinsic feedback influences motor learning and performance has become a central concern in the field of motor learning in recent decades ( Salmoni, Schmidt, & Walter, 1984 ; Singer, Murphey, & Tennant, 1993 ; Swinnen, 1996 ). Extrinsic feedback, also called augmented feedback

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Jason R. Themanson, Nicole J. Bing, Brad E. Sheese and Matthew B. Pontifex

examine the impact that feedback may have on subsequent batting behavior. During task execution, making errors or receiving negative feedback leads to increased self-regulatory cognitive control over performance. Cognitive control involves numerous processes that contribute to the “ability to orchestrate

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Nicolas Robin, Lucette Toussaint, Eric Joblet, Emmanuel Roublot and Guillaume R. Coudevylle

from extrinsic feedback from an expert (i.e., soccer coach) during a practice session. Indeed, Schmidt and Lee ( 1999 ) evoked that physical education teachers and sport coach frequently use feedback during training and learning sessions. Landin ( 1996 ) noted that providing verbal feedback enhances

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Alexander T. Latinjak, Marc Masó and Nikos Comoutos

getting athletes actively involved in the motor learning process ( Cutton & Landin, 2007 ; Latinjak, Torregrosa, & Renom, 2011 ), especially when coach instruction and feedback are unavailable due to class size or time constraints. In this study, we define goal-directed self-talk as (a) an act of

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Thelma S. Horn

coaches play is to provide feedback to young athletes in response to their performance attempts. Over the past 40 years, research has been conducted to examine different types or forms of feedback and their subsequent impact on athletes (see summaries by Horn, 2008 ; Smith, 2015 ). The purpose of this

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Stephanie G. Kerrigan, Evan M. Forman, Mitesh Patel, Dave Williams, Fengqing Zhang, Ross D. Crosby and Meghan L. Butryn

loss than they are to attain gain) or feedback (providing information on an individuals’ behavior). Background Loss Aversion The theory of loss aversion suggests that the value of an outcome compared with its reference point (ie, the status quo) is more steeply negative than it is positive (ie, it is

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Gert-Jan De Muynck, Maarten Vansteenkiste, Jochen Delrue, Nathalie Aelterman, Leen Haerens and Bart Soenens

A key objective of coaches is to motivate their athletes and to help them to improve their skills. One powerful way to achieve this objective is through the delivery of feedback ( Wright & O’Halloran, 2013 ), which can be defined as the provision of competence-related information about athletes