Self-Controlled Feedback in Motor Learning: The Effects Depend on the Frequency of Request.

The benefits of allowing learners to control when to receive knowledge of results (KR) compared to a yoked group has been recently challenged and postulated to be mild at best. A potential explanation for such dissident findings is that individuals differentially utilize the autonomy provided by the self-controlled condition, which, in its turn, affects the outcomes. Therefore, the present study investigated the effects of self-controlled KR on motor learning focusing on the frequency of KR requests when performing an anticipatory timing task. Self-controlled groups were created based on participants' KR frequency of request (High, Medium, and Low referring to fifth, third, and first quintile) and, then, Yoked groups were created self-control condition pairing the KR request of the Self-controlled groups. We also measured self-efficacy and processing time as means to verify potential correlates. The results supported the expected interaction. While no difference between self-controlled and yoked groups were found for low frequencies of KR, a moderate amount of KR request was related to better results for the self-controlled group. Nonetheless, the opposite trend was observed for high frequencies of KR; the yoked group was superior to the self-controlled group. The results of this study allow us to conclude that the choices made, and not just the possibility of choosing, seem to define the benefits of KR self-control in motor learning.

[1]  E. Saemi,et al.  Both Sensorimotor Rhythm Neurofeedback and Self-Controlled Practice Enhance Motor Learning and Performance in Novice Golfers , 2023, Behavioral sciences.

[2]  M. Pacheco,et al.  Effects of normative feedback on motor learning are dependent on the frequency of knowledge of results , 2021, Psychology of Sport and Exercise.

[3]  P. Terry,et al.  Advancements in mental skills training , 2020, Advancements in Mental Skills Training.

[4]  M. Pacheco,et al.  Knowledge of Results do not Affect Self-Efficacy and Skill Acquisition on an Anticipatory Timing Task , 2020, Journal of motor behavior.

[5]  Mattan S. Ben-Shachar,et al.  Indices of Effect Existence and Significance in the Bayesian Framework , 2019, Front. Psychol..

[6]  R. N. Benda,et al.  Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill , 2019, Perceptual and motor skills.

[7]  Charley W. Lafe,et al.  Search Strategies in the Perceptual-Motor Workspace and the Acquisition of Coordination, Control, and Skill , 2019, Front. Psychol..

[8]  Dominique Makowski,et al.  bayestestR: Describing Effects and their Uncertainty, Existence and Significance within the Bayesian Framework , 2019, J. Open Source Softw..

[9]  A. Farsi,et al.  The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players , 2019, Acta Gymnica.

[10]  Matthew W. Miller,et al.  Exploring the Neurophysiological Effects of Self-Controlled Practice in Motor Skill Learning , 2019, Journal of Motor Learning and Development.

[11]  Joao A. C. Barros,et al.  Examining the impact of error estimation on the effects of self-controlled feedback. , 2019, Human movement science.

[12]  J. Parma,et al.  Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning , 2018, Perceptual and motor skills.

[13]  D. Navarro.  Between the Devil and the Deep Blue Sea: Tensions Between Scientific Judgement and Statistical Model Selection , 2018, Computational Brain & Behavior.

[14]  J. Kruschke.  Rejecting or Accepting Parameter Values in Bayesian Estimation , 2018 .

[15]  S. Riek,et al.  Do We Know What We Need? Preference for Feedback About Accurate Performances Does Not Benefit Sensorimotor Learning , 2018, Journal of experimental psychology. Human perception and performance.

[16]  G. Wulf,et al.  Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning , 2018, Quarterly journal of experimental psychology.

[17]  J. Shea,et al.  External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer , 2018, Perceptual and motor skills.

[18]  Matthew W. Miller,et al.  Investigating the Mechanisms Underlying the Effects of an Incidental Choice on Motor Learning , 2017 .

[19]  Suzete Chiviacowsky,et al.  Choices Over Feedback Enhance Motor Learning in Older Adults , 2017 .

[20]  J. North,et al.  Good-vs. poor-trial feedback in motor learning: The role of self-efficacy and intrinsic motivation across levels of task difficulty , 2017, Learning and Instruction.

[21]  Jeffrey N. Rouder,et al.  Bayesian inference for psychology. Part II: Example applications with JASP , 2017, Psychonomic Bulletin & Review.

[22]  Michael J. Carter,et al.  Motor Skill Retention Is Modulated by Strategy Choice During Self-Controlled Knowledge of Results Schedules , 2016 .

[23]  G. Wulf,et al.  Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning , 2016, Psychonomic bulletin & review.

[24]  Karl M Newell,et al.  Transfer as a function of exploration and stabilization in original practice. , 2015, Human movement science.

[25]  Matthew W. Miller,et al.  Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation. , 2015, Human movement science.

[26]  Elizabeth A Sanli,et al.  Nominal and functional task difficulty in skill acquisition: Effects on performance in two tests of transfer. , 2015, Human movement science.

[27]  Suzete Chiviacowsky,et al.  Self-controlled practice benefits motor learning in older adults. , 2015, Human movement science.

[28]  G. Wulf,et al.  Choose to move: The motivational impact of autonomy support on motor learning , 2015, Psychonomic Bulletin & Review.

[29]  Michael J. Carter,et al.  Self-controlled feedback is effective if it is based on the learner’s performance: a replication and extension of Chiviacowsky and Wulf (2005) , 2014, Front. Psychol..

[30]  Suzete Chiviacowsky,et al.  Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning , 2014 .

[31]  A. de Rugy,et al.  Corticospinal modulation induced by sounds depends on action preparedness , 2014, The Journal of physiology.

[32]  W. Marinovic,et al.  Prior knowledge of final testing improves sensorimotor learning through self-scheduled practice. , 2013, Human movement science.

[33]  Timothy D. Lee,et al.  Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory , 2013, Front. Psychology.

[34]  Gabriele Wulf,et al.  Self-Controlled Learning: The Importance of Protecting Perceptions of Competence , 2012, Front. Psychology.

[35]  N. Ambrósio,et al.  Efeitos do conhecimento de resultados autocontrolado na aprendizagem motora , 2012 .

[36]  Farzad Maleki,et al.  Knowledge of results after relatively good trials enhances self-efficacy and motor learning , 2012 .

[37]  C. M. Meira,et al.  Self-Controlled Feedback and Trait Anxiety in Motor Skill Acquisition , 2012 .

[38]  Michael J. Carter,et al.  Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context , 2011, Research quarterly for exercise and sport.

[39]  J. Reeve,et al.  A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy , 2011 .

[40]  Steve Hansen,et al.  Self-Control of Feedback During Motor Learning: Accounting for the Absolute Amount of Feedback Using a Yoked Group With Self-Control Over Feedback , 2011, Journal of motor behavior.

[41]  Michael J. Carter,et al.  Learner regulated knowledge of results during the acquisition of multiple timing goals. , 2010, Human movement science.

[42]  G. Wulf,et al.  Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children , 2008, Research quarterly for exercise and sport.

[43]  G. Wulf,et al.  Self-Controlled Feedback in 10-Year-Old Children , 2008, Research quarterly for exercise and sport.

[44]  Gabriele Wulf,et al.  Self-controlled practice enhances motor learning: implications for physiotherapy , 2007 .

[45]  R. Gregory.  The Most Expensive Painting in the World , 2007, Perception.

[46]  Gabriele Wulf,et al.  Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance , 2005, Research quarterly for exercise and sport.

[47]  Josef Wiemeyer,et al.  Self-controlled learning of a complex motor skill: Effects of the learner's preferences on performance and self-efficacy. , 2004 .

[48]  Gabriele Wulf,et al.  Self-Controlled Feedback: Does it Enhance Learning Because Performers Get Feedback When They Need It? , 2002, Research quarterly for exercise and sport.

[49]  C. Shea,et al.  Benefits of Self-Control in Dyad Practice , 2001, Research quarterly for exercise and sport.

[50]  D. Feltz,et al.  The Relation of Self-Efficacy Measures to Sport Performance: A Meta-Analytic Review , 2000, Research quarterly for exercise and sport.

[51]  L K Tennant,et al.  Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. , 1997, Research quarterly for exercise and sport.

[52]  C. Janelle,et al.  Subject-Controlled Performance Feedback and Learning of a Closed Motor Skill 1 , 1995 .