Learning Volleyball Serves: A Preliminary Study of the Effects of Knowledge of Performance and of Results

Abstract

Recently, doubts have begun to surface about the emphasis that for years has been given to the variable knowledge of results in motor learning, and a view has been expressed that information on how an action has been made (knowledge of performance) may be of more use. This study compared the two types of information in learning a volleyball serve by eight subjects, who were given the two kinds of feedback at various points in the process. Analysis seems to show that knowledge of performance tends to be more effective for learning and that there may be interference across information if knowledge of results is provided after knowledge of performance.

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

“…However the within–group comparison of the KP group also showed there was a significant improvement at the end of the program. This finding could be in agreement with the study results of Zubiaur M et al 26 ) , who stated that knowledge of performance tends to be an effective mode of intervention for learning.…”

Technology-assisted training of arm-hand skills in stroke: concepts on reacquisition of motor control and therapist guidelines for rehabilitation technology design

“…KP is information about movement characteristics that led to the performance [ 80 ]. Both kinds of feedback are valuable [ 102 , 104 , 105 ], although there is some evidence that, for skill learning in general [ 106 , 107 ]and also specifically for persons after stroke [ 108 ], the use of KP during repetitive movement practice results in better motor outcomes. Van Dijk et al [ 109 ] performed a systematic literature search to assess effectiveness of augmented feedback (i.e.…”

The effect of self-awareness on the ability to recognize personal motion

“…The present findings may speak to the effects of knowledge of performance feedback often provided by teachers and coaches during practice. Previous research has shown that knowledge of performance feedback effectively increases practice performance and performance following practice when compared to other forms of feedback (Sharma, Chevidikunnan, Khan, & Gaowgzeh, 2016;Wallace & Hagler, 1979;Zubiaur, Ona & Delgado, 1999). When describing the kinematic features of movements to learners, increasing levels of self-awareness of the activity may be one consequence of that form of extrinsic feedback.…”