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Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study
Judith Jimenez-Diaz1,2, Karla Chaves-Castro1,2, Maria Morera-Castro3
1Escuela de Educación Física y Deportes, Universidad de Costa Rica, San José, Costa Rica.
Journal of Motor Behavior
|July 7, 2020
Summary
Self-controlled (SC) feedback significantly enhances motor skill performance (MSP) during acquisition and learning. Regulated (R) feedback showed a decrease in MSP during retention, unlike SC feedback.
Area of Science:
- Motor Learning
- Sports Science
- Cognitive Psychology
Background:
- Feedback is crucial for motor skill acquisition.
- Different feedback schedules, such as self-controlled (SC) and regulated (R) feedback, may yield varying effects on learning.
- Understanding optimal feedback strategies is essential for effective skill development.
Purpose of the Study:
- To meta-analytically assess the effectiveness of self-controlled (SC) and regulated (R) feedback on motor skill performance (MSP).
- To compare the impact of SC, R, and yoked group (YG) feedback on motor skill acquisition and retention.
- To identify potential moderator variables influencing feedback effectiveness.
Main Methods:
- A meta-analytic approach was employed using a random effects model.
- Standardized mean difference effect sizes (ES) were calculated from 86 effect sizes across 18 studies.
- Feedback types were categorized into SC, R, and yoked group (YG).
Main Results:
- In the acquisition phase, SC feedback (ES = 1.872), R feedback (ES = 0.852), and YG (ES = 1.492) significantly improved MSP.
- During the retention phase, SC and YG showed a nonsignificant decrease in MSP.
- R feedback demonstrated a significant decrease in MSP during retention (ES = -0.819).
Conclusions:
- Self-controlled (SC) feedback appears to enhance motor skill learning.
- The effectiveness of feedback strategies may differ between acquisition and retention phases.
- Further investigation into moderator variables is warranted to refine understanding of feedback mechanisms in motor learning.
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