Examining the impact of error estimation on the effects of self-controlled feedback

Barros, João Augusto de Camargo; Yantha, Zachary; Carter, Michael J.; Hussien, Julia; Ste-Marie, Diane M.

doi:10.1016/j.humov.2018.12.002

Cited by 27 publications

(42 citation statements)

References 48 publications

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“…Ste-Marie et al (2013), for example, had participants in the self-controlled and yoked groups complete the perceived choice subscale of the Intrinsic Motivation Inventory and failed to find the expected effect of higher self-reported scores during practice in the self-controlled group. Similar findings have been reported by others (Barros et al, 2019;Carter & Ste-Marie, 2017b;McKay & Ste-Marie, 2020b). However, McKay and Ste-Marie (2020a) recently found that practicing in a self-controlled group was perceived as more autonomysupportive than practicing the same task in a yoked group.…”

supporting

confidence: 93%

Increased perceptions of autonomy through choice over one's observation schedule fail to enhance motor skill retention

L¹,

Williams²,

Balbaa³

et al. 2021

Preprint

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There has been growing research interest in the effects that motivation plays in motor learning, and specifically how autonomy, competence, and social relatedness may directly benefit the learning process. Here, we present a preregistered manipulation of autonomy-support by providing learners with choice during the practice of a speed cup-stacking skill. One group was given control over when a video demonstration was provided and the viewing speed. A yoked control group received an identical demonstration schedule, but without choice (as their schedule was matched to a participant with choice). Critically, we addressed a gap in the literature by adding a yoked group who was explicitly told that they were being denied choice and that their schedule was chosen by another participant. We found no statistically significant learning differences between groups, despite finding evidence that providing choice increased perceived autonomy. Equivalence tests further showed that although the groups were not statistically equivalent, the effect size is likely too small to practically study the effects of autonomy-support through choice in most motor learning labs. These findings add to a growing body of research that questions a causal role of autonomy-support on motor learning, and the robustness of the so-called self-controlled learning advantage.

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supporting

confidence: 93%

Increased perceptions of autonomy through choice over one's observation schedule fail to enhance motor skill retention

L¹,

Williams²,

Balbaa³

et al. 2021

Preprint

View full text Add to dashboard Cite

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“…Therefore, the effects of video and verbal feedback appear to be additive. Recent research in motor learning showed that the active participation of the learner in the learning process improves performance [15,16].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, it has been revealed that allowing learners to control the delivery of video feedback can increase self-efficacy [16][17][18], technical performance [16,19], task recall [20] and intrinsic motivation [17,21]. According to Barros et al [15], limiting how much feedback could be requested seems to increase attention to decisions about feedback and its use. This limitation of requested feedback can cause improvements in performance during retention and transfer tests [22].…”

Section: Introductionmentioning

confidence: 99%

Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

Souissi

Ammar

Trabelsi

et al. 2021

IJERPH

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The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p < 0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with the CONT group (p < 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

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“…In this context, self-controlled practice schedules-i.e., allowing the learner to determine aspects of practice, has emerged as an important means by which learning can be facilitated. The benefits of self-controlled practice have been shown to be fairly robust across a large number of tasks and practice manipulations [1][2][3][4][5][6][7][8][9], and have been attributed to many factors, including increased active involvement from the learner [10], increased autonomy [11][12][13], and the role of informational processes [14].…”

Section: Introductionmentioning

confidence: 99%

Self-controlled practice and nudging during structural learning of a novel control interface

Lee

Jayasinghe

2020

PLoS ONE

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Self-controlled practice schedules have been shown to enhance motor learning in several contexts, but their effectiveness in structural learning tasks, where the goal is to eventually learn an underlying structure or rule, is not well known. Here we examined the use of selfcontrolled practice in a novel control interface requiring structural learning. In addition, we examined the effect of 'nudging'-i.e., whether altering task difficulty could influence selfselected strategies, and hence facilitate learning. Participants wore four inertial measurement units (IMUs) on their upper body and the goal was to use motions of the upper body to move a screen cursor to different targets presented on the screen. The structure in this task that had to be learned was based on the fact that the signals from the IMUs were linearly mapped to the x-and y-position of the cursor. Participants (N = 62) were split into 3 groups (random, self-selected, nudge) based on whether they had control over the sequence in which they could practice the targets. To test whether participants learned the underlying structure, participants were tested both on the trained targets, as well as novel targets that were not practiced during training. Results showed that during training, the self-selected group showed shorter movement times relative to the random group, and both self-selected and nudge groups adopted a strategy of tending to repeat targets. However, in the test phase, we found no significant differences in task performance between groups, indicating that structural learning was not reliably affected by the type of practice. In addition, nudging participants by adjusting task difficulty did not show any significant benefits to overall learning. These results suggest that although self-controlled practice influenced practice structure and facilitated learning, it did not provide any additional benefits relative to practicing on a random schedule in this task.

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Examining the impact of error estimation on the effects of self-controlled feedback

Cited by 27 publications

References 48 publications

Increased perceptions of autonomy through choice over one's observation schedule fail to enhance motor skill retention

Increased perceptions of autonomy through choice over one's observation schedule fail to enhance motor skill retention

Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes

Self-controlled practice and nudging during structural learning of a novel control interface

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