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Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis
Yankun Han1, Syed Kamaruzaman Bin Syed Ali1, Lifu Ji2
1Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia.
International Journal of Environmental Research and Public Health
|November 26, 2022
Summary
Feedback significantly enhances motor skill learning in physical education (PE). Specific types like visual and corrective feedback are effective, while others like verbal feedback show no impact.
Area of Science:
- Sports Science
- Educational Psychology
- Motor Learning
Background:
- Physical education (PE) utilizes feedback as a teaching strategy to improve motor skill acquisition.
- Objective evidence supporting feedback's efficacy in PE and the impact of its subtypes on motor skill learning remains limited.
Approach:
- A comprehensive meta-analysis and trial sequential analysis (TSA) were conducted to synthesize evidence on feedback's effects.
- Literature was systematically searched across nine databases up to September 2022, including fifteen studies.
- Meta-analysis and TSA were performed using Review Manager 5.4 and TSA version 0.9.5.10 beta software, respectively.
Key Points:
- Overall feedback significantly improved students' motor skill learning in PE (SMD 0.47, p=0.04), confirmed by TSA.
- Effective feedback subtypes included visual, visual combined verbal, visual self-model, visual expert model, corrective, and teacher-regulated feedback.
- Verbal, evaluative, and informational feedback did not significantly impact motor skill learning.
Conclusions:
- Feedback is a beneficial pedagogical tool for enhancing motor skill learning in physical education.
- The effectiveness of feedback in PE is independent of the complexity of the motor skill (simple or complex).
- Further research should explore the specific mechanisms through which different feedback subtypes influence motor skill acquisition.
