Conceptions of Ability Positive Feedback Affect the Learning of a Sport Motor Skill in Children of Different Ages

The aim of this study was to examine the effects of positive feedback that induces different conceptions of ability on the acquisition of a motor skill in children of different ages. Sixty-eight 6 and 12 years old children (32 boys and 36 girls), learning a soccer throw-in task, were divided into four practice groups: malleable and fixed conception for both ages. During the practice phase, all participants received positive feedback designed to induce either a malleable or a fixed conception of ability. Next day the first retention test was conducted, without feedback. Immediately after this test, all participants received one negative feedback. This was followed by a second retention test, under the same conditions as the first retention test. A self-efficacy questionnaire and the Intrinsic Motivation Inventory were administered at different phases of the experiment. The results indicate that the malleable conception condition led to better learning outcomes than the fixed conception condition, regardless of age. It is concluded that providing positive feedback that fosters a malleable conception of ability can enhance the acquisition of sporting motor skills in children across different age groups, relative to positive feedback that induces a fixed conception of ability.