Effect of self-controlled knowledge of results in motor skill learning of elderly adults

Abstract

The aim of this study was to analyze the effects of self-controlled knowledge of results (KR) in motor skill learning of elderly adults. Twenty subjects (65.45 + 5.34 years-old), inexperienced in the required task, were randomly distributed in two experimental groups: 1) Self-controlled Group, who received KR whenever requested; 2) Yoked Group, who received KR on the same trials of the Self-controlled Group. The task consisted of moving three tennis balls into six roles, positioned in a wood platform, in a previously determined sequence and target time. During the acquisition phase, the subjects performed 45 trials with a target time of 4500 ms. The immediate transfer tests, conducted ten minutes after the acquisition phase, consisted of 45 trials with a target time of 5000 ms. After forty eight hours, the same procedure was conducted for the latest transfer test. The results showed marginal differences, suggesting a higher performance of self-controlled group. It was concluded that selfcontrolled KR is helpful to promote motor learning in elderly adults.

Self-Controlled Learning: The Importance of Protecting Perceptions of Competence

“…Advantages of self-control relative to yoked control groups have been demonstrated for the provision of feedback (e.g., Janelle et al, 1997 ; Chiviacowsky and Wulf, 2002 ; Huet et al, 2009 ; Patterson and Carter, 2010 ), order of trials during multi-task practice (Keetch and Lee, 2007 ; Wu and Magill, 2011 ), model observation (Wulf et al, 2005 ), use of assistive devices (Wulf and Toole, 1999 ; Wulf et al, 2001 ; Hartman, 2007 ), amount of practice (Post et al, 2011 ), and task difficulty (Andrieux et al, 2012 ). Self-controlled practice has been shown to benefit motor learning not only in adults but also in children (e.g., Chiviacowsky et al, 2008 ), older adults (Alcântara et al, 2007 ), and people with disabilities (Chiviacowsky et al, 2012 ).…”