Introduction: Considering important variables such as feedback can improve motor performance and learning. Using different designs such as normative feedback is one of successful factors in skill performing. The research of Lewthwaite and Wulf (2010) on balance task and Avila and et al. (2012) on throwing task in child indicated normative feedback have effective role in motor learning and improving perceived competence of participants. Therefore the aim of present study was to investigate the effect of the normative feedback regarding perceived competence on performance and learning of throwing task in male students of Ahvaz.
Methodology: Therefore 60 students were selected in available and purposely manner and participants put into high (15 person normative feedback and 15 person control) and low (15 person normative feedback and 15 person controls) perceived competence groups. Acquisition stage performed in two sessions with 100 trials (each session 5 blocks with 10 trials). In the end of last practice block in second session, post-test performed with 20 trials without any feedback. 48 hours after post-test, retention test performed the same of post-test.
Results: The results of Mixed Repeated Measure ANOVA revealed normative feedback between two high and low perceived competence groups didn't show significant difference (P>0.05). But, the performance and learning of participants in high perceived competence group was more improving rather than other one. Also, the performance in normative feedback group was better rather than the other in post and retention tests.
Discussion: According to the findings, it can recommended that sport trainer and teachers use normative feedback and fortify psychology factors such as perceived competence for reaching better performance and learning in performing the same tasks.