Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis

Abstract

Feedback can be used as an effective teaching method in physical education (PE) to promote students’ learning of motor skills. However, there is no objective synthetic evidence to support the role of feedback in PE. Additionally, the effect of each feedback subtype on students’ motor skill learning is still unclear. This study aimed to conduct a meta-analysis and trial sequential analysis (TSA) to evaluate the effects of feedback and feedback subtypes on students’ motor skill learning. Nine databases were searched through September 2022 to identify appropriate literature. Meta-analysis was conducted using Review Manager 5.4 software and TSA was performed using TSA version 0.9.5.10 beta software. Fifteen studies were included. Feedback significantly improved students’ motor skill learning in PE (SMD 0.47; 95% CI 0.01, 0.93; Z = 2.02; p = 0.04). The TSA confirmed the result of the meta-analysis. Sensitivity analyses showed that the subtypes of feedback, including visual feedback, visual combined verbal feedback, visual self-model, visual expert model, corrective feedback, and teacher-regulated feedback, significantly improved students’ learning of motor skills. In contrast, verbal, evaluative, and informational feedback did not produce changes in motor skill learning. Both complex and simple motor skills were improved by feedback. The use of feedback in PE benefits motor skill learning, regardless of whether the motor skills are complex or simple.

Extrinsic feedback facilitates mental chronometry abilities in stroke patients

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Blended teaching to improve the mood state and motor performance skills of student-athletes in softball: A randomized-controlled trial

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