Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition phase. The yoked group received feedback according to a schedule created by a SC counterpart. During acquisition participants were also allowed to view written instructional cues at any time. Results revealed that the SC group had significantly higher form scores during the transfer phase and utilized the instructional cues more frequently during acquisition. Post-training questionnaire responses indicated no preference for requesting or receiving feedback following good trials as reported by Chiviacowsky and Wulf (2002, 2005). The nature of the task was such that participants could have assigned both positive and negative evaluations to different aspects of the movement during the same trial. Thus, the lack of preferences along with the similarity in scores for feedback and no-feedback trials may simply have reflected this complexity. Importantly, however, the results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing.

Although using a treadmill workstation may change the sedentary nature of desk jobs, it is unknown if walking while working affects performance on office-work related tasks.Purpose:To assess differences between seated and walking conditions on motor skills and cognitive function tests.Methods:Eleven males (24.6 ± 3.5 y) and 9 females (27.0 ± 3.9 y) completed a test battery to assess selective attention and processing speed, typing speed, mouse clicking/drag-and-drop speed, and GRE math and reading comprehension. Testing was performed under seated and walking conditions on 2 separate days using a counterbalanced, within subjects design. Participants did not have an acclimation period before the walking condition.Results:Paired t tests (P < .05) revealed that in the seated condition, completion times were shorter for mouse clicking (26.6 ± 3.0 vs. 28.2 ± 2.5s) and drag-and-drop (40.3 ± 4.2 vs. 43.9 ± 2.5s) tests, typing speed was greater (40.2 ± 9.1 vs. 36.9 ± 10.2 adjusted words · min−1), and math scores were better (71.4 ± 15.2 vs. 64.3 ± 13.4%). There were no significant differences between conditions in selective attention and processing speed or in reading comprehension.Conclusion:Compared with the seated condition, treadmill walking caused a 6% to 11% decrease in measures of fine motor skills and math problem solving, but did not affect selective attention and processing speed or reading comprehension.

No abstract

No abstract

The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be “good” trials; those in the YK condition indicated that they would have preferred to receive feedback after “good” trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.