Self-Controlled Amount of Practice Benefits Learning of a Motor Skill

Post, Phillip G.; Fairbrother, Jeffrey T.; Barros, João Augusto de Camargo

doi:10.1080/02701367.2011.10599780

Cited by 76 publications

(24 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Self-control (SC) manipulations have been shown to facilitate learning for a variety of tasks, including those that require sequence learning (Chen et al, 2002; Chiviacowsky and Wulf, 2002, 2005; Patterson and Carter, 2010) and object projection (Janelle et al, 1995, 1997; Chiviacowsky et al, 2008; Kolovelonis et al, 2010). Types of previously examined SC manipulations have included physical guidance (Wulf and Toole, 1999; Wulf et al, 2001), amount of practice (Post et al, 2011), task scheduling (Keetch and Lee, 2007; Wu and Magill, 2011), video demonstration (Wrisberg and Pein, 2002; Wulf et al, 2005), and augmented feedback (Janelle et al, 1995; Chiviacowsky et al, 2008). The majority of these studies have examined the effects of SC feedback in the form of knowledge of results (KR) or, less frequently, knowledge of performance (KP).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot

2012

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot

2012

Self Cite

View full text Add to dashboard Cite

show abstract

“…Autonomy support, or conditions that are supportive of individuals' need for control or autonomy in their actions, are important for motivation, performance, and learning (e.g., Deci & Ryan, 2008;Cordova & Lepper, 1996;Tafarodi, Milne, & Smith, 1999). In the motor learning literature, many studies have demonstrated that learning is enhanced when learners have the opportunity to make decisions about aspects of practice conditions, including the delivery of feedback, skill demonstrations, or amount of practice (e.g., Janelle, Barba, Frehlich, Tennant, & Cauraugh, 1997;Post, Fairbrother, & Barros, 2011;Wulf, Raupach, & Pfeiffer, 2005; for a recent review, see Wulf & Lewthwaite, 2016). There is also increasing evidence that providing even small or incidental choices that do not have direct task relevance can be sufficient to enhance motor performance or learning.…”

mentioning

confidence: 99%

Onward and upward: Optimizing motor performance

Chua

Wulf

Lewthwaite

2018

Human Movement Science

View full text Add to dashboard Cite

In the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016), three factors are postulated to facilitate motor performance and learning: Enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. We examined whether EE, AS, and EF would have immediate performance benefits and whether implementing these factors consecutively would lead to incremental performance increases. Participants were assigned to the optimized or control groups and performed a maximal jump. After the first trial block (baseline), optimized group participants were provided different conditions on each of the following 3 blocks: (a) Positive social-comparative feedback (EE); (b) choice of figure on the ground from which to jump (AS); and (c) instructions to focus on a marker on their waist (EF). The order of conditions was counterbalanced. Control group participants performed all 4 blocks under the same (control) condition. The optimized group outperformed the control group on Blocks 2-4. Moreover, their jump height increased with each addition of another variable, whereas it did not change across blocks in the control group. Thus, EE, AS, and EF had additive or incremental benefits for performance. The findings corroborate the importance of key variables in the OPTIMAL theory for motor performance.

show abstract

“…Self-controlled training provides the participant with control over their own learning, during the practice session, leading to a more active role and increased motivation; as well as a tailored practice experience to meet their individual needs (Chiviacowsky et al, 2008;Post, Fairbrother & Barros, 2011). The highly structured and instructor-controlled KM training protocol may have been beneficial when first learning the skills, however, as participants in the MT group continued training throughout the study, it is possible that they felt "forced" into a given practice schedule and volume of practice prescribed by the highly contrived experiment-based context for training.…”

Section: Measurementioning

confidence: 99%

The effects of single versus multiple training sessions on the motor learning of two Krav Maga strike techniques, in women

Bacco¹,

Taherzadeh²,

Birot³

et al. 2020

PeerJ

View full text Add to dashboard Cite

Background Experts of the Krav Maga (KM) self-defense system propose that KM techniques are based on simple body movements which are suggested to be learned rapidly and retained. This study investigated the acquisition, retention, and further improvement with additional training of two KM strike techniques among novice female practitioners: straight punch and defensive kick. Methods Sixteen healthy females (age: 23 ± 3.7 years) without any previous martial arts/self-defense experience volunteered to participate. All participants received an initial 30-min instruction session (AQ), taught by a certified KM instructor, where each technique was deconstructed into three checkpoints (defined as a component of the entire movement) for learning. Participants were divided into two groups, one of which received additional training. Several kinematic and kinetic measures were recorded at four timepoints: immediately before AQ, immediately after AQ, 5 days after AQ, and 12 days after AQ. Results Results suggest that both techniques were learned rapidly, as checkpoint performance was significantly improved after AQ. Kick velocity and impact force also increased significantly after AQ; however, these measures did not change after AQ for the punch technique. Additional training did not improve either punch or kick performance beyond that learned during AQ. Conclusion The findings from this study suggest that a single training session may be sufficient to learn and retain KM strike techniques relatively permanently; and the acquisition of the kick technique may lead to concomitant improvements in kick velocity and impact force.

show abstract

Self-Controlled Amount of Practice Benefits Learning of a Motor Skill

Cited by 76 publications

References 23 publications

The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot

The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot

Onward and upward: Optimizing motor performance

The effects of single versus multiple training sessions on the motor learning of two Krav Maga strike techniques, in women

Contact Info

Product

Resources

About