Comparison of the Effect of the Normative Feedback (Positive and Negative) on Static and Dynamic Balance in eight to 13 Years Old Gymnast

The purpose of the current study was to determine the effect of normative feedback on gymnast children’s static and dynamic balance.

Thirty children (11.3 ± 1 years old) were randomly assigned to three groups of positive normative feedback, negative normative feedback and control. Stork Static balance test and Bass dynamic balance test were used for variable measurements. Acquisition phase consisted of 36 trials (6 blocks of 6 attempts) throughout 1 session. Normative feedback was provided in the form of a 10% higher or lower than the actual average training at the end of each 3 and 6 blocks. Data were analyzed by oneway ANOVA in SPSS 19. The significance level was set at (P ≤ 0.05).

results indicated a significance difference in static balance between groups in the acquisition and retention phase (P < 0.05). However, no significant differences were observed in dynamic balance between the groups in acquisition and retention phase (P ≤ 0.05).

According to these findings, normative feedback improves static balance of gymnast children. Providing successful and unsuccessful experiences, normative feedback may have positive motivational effects on performance.