“…Therefore, feedback in self-controlled can result in better performance at this step. The results of this study are consistent with the results of the most recent research in the field of motor learning effectiveness ( 19 - 21 , 29 , 30 ). Since the results of self-controlled and the experimenter control group in the acquisition phase is the same in this study, it seems that other factors may also be responsible for efficacy of self-controlled compared to the experimenter control in the retention test.…”
Section: Discussionsupporting
confidence: 92%
“…Also, comparison of the two groups (self-controlled and experimenter control) in the acquisition phase showed that there was no significant difference between groups and both groups have significant progress in this step. The results is consistent with Janelle et al ( 18 , 35 ), Chiviacowsky et al ( 20 , 21 , 36 ), Wulf et al ( 30 ), Chiviacowsky and Wulf ( 17 ) in absolute timing ( 30 , 37 , 38 ), and with Chiviacowsky and Wulf ( 21 ) is relatively inconsistent in scheduling. Another did not find study that reached opposite result; therefore, series of studies show that there is no significant difference between self-controlled and experimenter feedback.…”
Section: Discussionsupporting
confidence: 89%
“…Documentary evidence indicates that the feedback with self-control methods or subject orientation improved learning of motor skills due to the effects of motivation, deeper processing of relevant information on the performance ( 17 - 19 ). Also, recent researches by Chiviacowsky et al ( 17 , 20 , 21 ), in self-controlled feedback express more attention in this method than other methods. Wulf and Toole ( 19 ) suggested that self- controlled feedback method will encourage participants to explore more options.…”
Background:Feedback can improve task learning in children with developmental coordination disorder (DCD). However, the frequency and type of feedback may play different role in learning and needs to more investigations.Objectives:The aim of this study was to evaluate the acquisition and retention of new feedback skills in children with DCD under different frequency of self-control and control examiner feedback.Materials and Methods:In this quasi-experimental study with pretest-posttest design, participants based on their retention were divided into four feedback groups: self-controlled feedback groups with frequencies of 50% and75%, experimenter controls with frequencies of 50% and 75%. The study sample consisted of 24 boys with DCD aged between 9 to 11 years old in Ahvaz City, Iran. Then subjects practiced 30 throwing (6 blocks of 5 attempts) in eighth session. Acquisition test immediately after the last training session, and then the retention test were taken. Data were analyzed using the paired t-test, ANOVA and Tukey tests.Results:The results showed no significant difference between groups in the acquisition phase (P > 0.05). However,in the retention session, group of self-control showed better performance than the control tester group (P < 0.05).Conclusions:Based on the current findings, self-control feedback with high frequency leads to more learning in DCD children. The results of this study can be used in rehabilitation programs to improve performance and learning in children with DCD.
“…Therefore, feedback in self-controlled can result in better performance at this step. The results of this study are consistent with the results of the most recent research in the field of motor learning effectiveness ( 19 - 21 , 29 , 30 ). Since the results of self-controlled and the experimenter control group in the acquisition phase is the same in this study, it seems that other factors may also be responsible for efficacy of self-controlled compared to the experimenter control in the retention test.…”
Section: Discussionsupporting
confidence: 92%
“…Also, comparison of the two groups (self-controlled and experimenter control) in the acquisition phase showed that there was no significant difference between groups and both groups have significant progress in this step. The results is consistent with Janelle et al ( 18 , 35 ), Chiviacowsky et al ( 20 , 21 , 36 ), Wulf et al ( 30 ), Chiviacowsky and Wulf ( 17 ) in absolute timing ( 30 , 37 , 38 ), and with Chiviacowsky and Wulf ( 21 ) is relatively inconsistent in scheduling. Another did not find study that reached opposite result; therefore, series of studies show that there is no significant difference between self-controlled and experimenter feedback.…”
Section: Discussionsupporting
confidence: 89%
“…Documentary evidence indicates that the feedback with self-control methods or subject orientation improved learning of motor skills due to the effects of motivation, deeper processing of relevant information on the performance ( 17 - 19 ). Also, recent researches by Chiviacowsky et al ( 17 , 20 , 21 ), in self-controlled feedback express more attention in this method than other methods. Wulf and Toole ( 19 ) suggested that self- controlled feedback method will encourage participants to explore more options.…”
Background:Feedback can improve task learning in children with developmental coordination disorder (DCD). However, the frequency and type of feedback may play different role in learning and needs to more investigations.Objectives:The aim of this study was to evaluate the acquisition and retention of new feedback skills in children with DCD under different frequency of self-control and control examiner feedback.Materials and Methods:In this quasi-experimental study with pretest-posttest design, participants based on their retention were divided into four feedback groups: self-controlled feedback groups with frequencies of 50% and75%, experimenter controls with frequencies of 50% and 75%. The study sample consisted of 24 boys with DCD aged between 9 to 11 years old in Ahvaz City, Iran. Then subjects practiced 30 throwing (6 blocks of 5 attempts) in eighth session. Acquisition test immediately after the last training session, and then the retention test were taken. Data were analyzed using the paired t-test, ANOVA and Tukey tests.Results:The results showed no significant difference between groups in the acquisition phase (P > 0.05). However,in the retention session, group of self-control showed better performance than the control tester group (P < 0.05).Conclusions:Based on the current findings, self-control feedback with high frequency leads to more learning in DCD children. The results of this study can be used in rehabilitation programs to improve performance and learning in children with DCD.
“…Self-controlled feedback schedules have the potential to help patients become more involved in their learning process [ 29 , 55 ] by facilitating an active role during practice sessions that enhances motivation and increases effort and compliance [ 56 – 59 ]. This self-controlled feedback schedule is suggested to positively influence the motor learning process as it can be tailored to individual patients’ needs as opposed to depending on generic predetermined feedback schedules [ 55 , 59 , 60 ]. Fig.…”
Athletes who wish to resume high-level activities after an injury to the anterior cruciate ligament (ACL) are often advised to undergo surgical reconstruction. Nevertheless, ACL reconstruction (ACLR) does not equate to normal function of the knee or reduced risk of subsequent injuries. In fact, recent evidence has shown that only around half of post-ACLR patients can expect to return to competitive level of sports. A rising concern is the high rate of second ACL injuries, particularly in young athletes, with up to 20% of those returning to sport in the first year from surgery experiencing a second ACL rupture. Aside from the increased risk of second injury, patients after ACLR have an increased risk of developing early onset of osteoarthritis. Given the recent findings, it is imperative that rehabilitation after ACLR is scrutinized so the second injury preventative strategies can be optimized. Unfortunately, current ACLR rehabilitation programs may not be optimally effective in addressing deficits related to the initial injury and the subsequent surgical intervention. Motor learning to (re-)acquire motor skills and neuroplastic capacities are not sufficiently incorporated during traditional rehabilitation, attesting to the high re-injury rates. The purpose of this article is to present novel clinically integrated motor learning principles to support neuroplasticity that can improve patient functional performance and reduce the risk of second ACL injury. The following key concepts to enhance rehabilitation and prepare the patient for re-integration to sports after an ACL injury that is as safe as possible are presented: (1) external focus of attention, (2) implicit learning, (3) differential learning, (4) self-controlled learning and contextual interference. The novel motor learning principles presented in this manuscript may optimize future rehabilitation programs to reduce second ACL injury risk and early development of osteoarthritis by targeting changes in neural networks.
“…It is well established that the timing and frequency of information or feedback given to individuals impacts the learning process [ 33 ]. Specifically, information and feedback should be given to performers on demand (i.e., when an individual feels they need it) and just in time (i.e., when they can put it to use) [ 34 ].…”
There have been multiple calls made in the sport science literature for the promotion of interdisciplinarity to progress some of sports’ most prevailing challenges. Designing practice environments that support learning represents one such challenge, particularly given contemporary perspectives of skill acquisition and motor learning calls for coaches to realign their role—progressing toward the designers of practice tasks that promote athlete-environment interactions. In doing so, performers learn through exploration, deepening a relationship with their performance environment as they solve problems based on changing and interacting constraints. This paper illustrates an interdisciplinary approach to the area of learning through sport practice by adapting established principles embedded in video game designs. Specifically, 13 principles common to good video game designs are described, with practical examples of each provided across different sports. Fundamentally, this paper aims to offer sports practitioners with an overview and application of key principles that could support learning by design. Beyond this, the ideas presented here should further illustrate the value of interdisciplinarity in sports research and practice.
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