ABSTRACT
The effect of feedback provision has been at the centre of psychological research for many years. Schmidt (1975) reported that feedback, if presented at the correct time and in the correct quantity, played a great part in the learning of new skills and the enhancement of performance. Recent research (Salmoni et al., 1984) has shown that the more objective, i.e. quantitative, the feedback, the greater the effect that it has on performance. Many studies have been completed on the patterns of play and rally ending outcome of the game of squash (Hughes, 1985, 1986; Knight and Hughes, 1995; McGarry and Franks, 1996), but the study of feedback and its effect upon performance has received little attention. Brown and Hughes (1995) studied the differing effects that qualitative and quantitative feedback had on the performance of junior squash players.
