Purpose: The purpose of this investigation was to determine the double sided character of faded and increasing feedback on an anticipation timing task. Methods: Thirty-six undergraduate students(male = 36) whose age raged from 19 to 21, with a mean age of 19.8 years participated in this experiment. All participants were recruited from elective physical education activity classes volunteered to be participants. Participants were randomly assigned into one of three experimental conditions: (1) faded, (2) increasing, and (3) control condition. Task was to hit the enter key on a keyboard when the time arrived at 15 seconds on the screen. Participants performed 12 trials of 4 blocks in the acquisition, 12 trials of 2 blocks in the retention and 12 trials in the transfer phases, respectively. Results: Dependent variable were absolute, variable and constant error. The results of this study revealed that faded and increasing feedback schedules are beneficial for performance, learning and transfer on an anticipation timing task. Conclusion: Contrary to our expectation, we found that both faded and increasing feedback schedules have no double-sided character, which means that starting with faded or increased feedback did lead to better performance, learning and transfer.

I. 서 론
 Ⅱ. 연구방법
  1. 연구대상
  2. 실험과제 및 도구
  3. 실험설계와 절차
  4. 자료처리 방법
 Ⅲ. 결 과
  1. 습득단계 결과
  2. 파지단계 결과
  3. 전이단계 결과
 Ⅳ. 논의 및 결론
 참고문헌

• 김진구(경북대학교 체육교육학과) | Jin-Gu Kim (Department of Physical Education, Kyungpook National University)
• 류광민(경북대학교 체육교육학과) | Kwang-Min Ryu (Department of Physical Education, Kyungpook National University) Corresponding author