An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

Carter, Michael J.; Ste-Marie, Diane M.

doi:10.1007/s00426-016-0757-2

Cited by 39 publications

(33 citation statements)

References 39 publications

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“…Therefore, the results of experiment II in the retention test were consistent with Boutin and Blandin (2010), Porter et al (2007) and Magill and Hall (1990) results (5,32,33). Also, the results of this study in transfer test are consistent with Russell and Newell (2008) and Carter and Ste-Marie (2016) results (34,35). Based on their results, GMP transfer in relation to the parameter transfer revealed more interactive effects (34,35); but was inconsistent with Zipp and, Gentile (2010) results (36).…”

Section: Experiments IIsupporting

confidence: 80%

“…Also, the results of this study in transfer test are consistent with Russell and Newell (2008) and Carter and Ste-Marie (2016) results (34,35). Based on their results, GMP transfer in relation to the parameter transfer revealed more interactive effects (34,35); but was inconsistent with Zipp and, Gentile (2010) results (36). The best justification about these results, could be noted the non-laboratory or applied this experiment than our study.…”

Section: Experiments IIsupporting

confidence: 67%

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Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Shams

Tajdar

2016

Ann. Appl. Sport Sci.

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This study aims to better understand the effect of practice schedule and feedback providing types. In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined. In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied. Results in the acquisition test showed the performance of blocked self-control and bandwidth groups were significantly better than other groups (P<0.05). There was no significant difference in retention and transfer tests (P>0.05). In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied. . In retention and transfer tests, the performance of random self-control and bandwidth groups was significantly different to the other groups (P<0.05). The performance of self-control feedback groups in both experiments was better than bandwidth feedback groups (P<0.05) in all stages. The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.

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Section: Experiments IIsupporting

confidence: 80%

Section: Experiments IIsupporting

confidence: 67%

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Shams

Tajdar

2016

Ann. Appl. Sport Sci.

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“…Sanli et al 2013;Wulf and Lewthwaite 2016). On the other hand, there is also growing evidence for the hypothesis that self-control on feedback delivery enhances feedback processing (Carter and Ste-Marie 2017;Chiviacowsky and Wulf 2005;Grand et al 2015). In terms of Zimmerman's self-regulation of learning theory (2000), this would refer to self-controlled feedback directly strengthening the processes of self-reflection, which in turn promotes motivational beliefs and motor learning (Kok and van der Kamp 2018).…”

Section: Introductionmentioning

confidence: 99%

The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put

Kok

Komen

Capelleveen

et al. 2019

Physical Education and Sport Pedagogy

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Background: Laboratory studies have shown that self-controlled (video) feedback benefits motor learning and self-motivational beliefs. These outcomes are relevant to Physical Education (PE), but need to be verified for PE settings, in which practice and feedback need to be organized in large groups rather than individually as is common in laboratory studies. Purpose: The main aim of this study was to examine the effects of selfcontrolled video feedback on students' motor learning and self-efficacy in a PE setting when students obtain feedback relatively independent of the teacher. The secondary aim was to examine to what extent self-control and self-efficacy during practice predicted students' motor learning. Method: Participants were 56 grade 1 students of a regular secondary school who practised the shot-put during four practice sessions organized during PE lessons. One class practised with self-controlled video feedback (SC-VF group, n = 22). They practised relatively independent of the teacher: peers filmed each other and analysed the recorded video with help from video applications, a video model and cue cards. A second class practised in a similar fashion. However, they were yoked to the first group and could not choose the timing and frequency of feedback delivery (externally controlled video feedback, EC-VF group, n = 17). A third group practised in a traditional way (teacher guided TG group, n = 17) with demonstrations, verbal instructions and feedback from a PE teacher. Shot-put distance, shot-put technique and self-efficacy were measured in a pre-(week 1), post-(week 8) and retention (week 9) test. During practice (weeks 2-7, including four practice sessions), students rated their self-efficacy. After the last practice session, students rated their perceptions towards practice (i.e. perceived enjoyment and perceived learning effect). Hierarchical twostepped linear regression analyses were performed to explore whether the type of intervention (SC-VF, EC-VF or TG group) and self-efficacy during practice predicted motor learning. Findings: Results showed that shot-put distance and technique increased significantly after practice, without differences between groups. Selfefficacy improved significantly after practice for the SC-VF (from pre-to retention test) and the TG groups (from pre-to post-and retention test), but not for the EC-VF group. Furthermore, students in the SC-VF group reported a higher perceived learning effect, compared to students in the ARTICLE HISTORY

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“…Some studies focus on the interval between the movement and the delayed extrinsic feedback [15][16][17][18][19][20][21]. This interval may be spent simply without performing any specific activity or with a special activity such as counting [19].…”

Section: I Ranian R Ehabilitation Journalmentioning

confidence: 99%

The Effect of Knowledge of Result Feedback Timing on Speech Motor Learning in Healthy Adults

et al. 2019

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The current study mainly aimed at studying the effect of Knowledge of Result (KR) feedback timing and result-estimation opportunity before receiving delayed KR on learning a new speech motor skill in monolingual healthy adults. Methods: Thirty-nine Persian healthy adults were randomly divided into three groups. Each group received immediate KR, delayed KR (after eight seconds), or delayed KR (after eight seconds) with self-estimation of the result in the delay interval. All three groups received verbal KR feedback. Participants were trained to produce a French phoneme (/ɪn/) in the context of words in four training sessions. The correct production of the target phoneme was judged by a bilingual Persian-French examiner holding an academic degree in French language teaching. Later, a transfer test and two retention tests were administered. The two retention tests were administered one day and two weeks after the last training session respectively. Results: The effect of feedback timing on motor performance and motor learning was examined by repeated-measures ANOVA. Performance in both acquisition and retention phases was significantly different between groups (P=0.04 for both phases). One-way ANOVA was used to investigate the transfer of learning (P=0.001). Tukey test results indicated that the groups 1 and 2 were different in both acquisition and retention phases and all three groups were different in transfer test. Discussion: The results showed that the immediate KR is beneficial for the acquisition phase, and delayed KR is more beneficial for the retention and transfer tests compared with immediate KR.

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An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules

Cited by 39 publications

References 39 publications

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put

The Effect of Knowledge of Result Feedback Timing on Speech Motor Learning in Healthy Adults

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