"Feedback" após boas versus más tentativas melhora a aprendizagem motora em crianças

Abstract

O presente estudo investigou se a aprendizagem motora de crianças pode ser beneficiada pelo "feedback" (conhecimento de resultados -CR) fornecido após tentativas relativamente boas de prática, ao invés de após tentativas ruins. A tarefa requeriu que os participantes arremessassem saquinhos de feijão em um alvo circular fixo, posicionado no chão, a uma distância de 3 m. Vinte e oito crianças do ensino fundamental (idade média: 10,6 anos) participaram deste experimento. A fase de prática consistiu de 10 blocos de seis tentativas. Após cada bloco de tentativas, um grupo (KR "good") recebeu CR relacionado aos três arremessos mais precisos, enquanto ao outro grupo (KR "poor") foi fornecido CR relacionado aos três arremessos menos precisos. Os participantes não foram informados sobre as tentativas nas quais o "feedback" seria fornecido. Imediatamente após a fase de prática, os participantes preencheram o questionário de motivação intrínseca. Um dia após a fase de prática, foi conduzido um teste de retenção composto por 10 tentativas, sem CR. Os resultados demonstraram que a aprendizagem foi melhorada através do fornecimento de CR após as boas tentativas de prática. Ainda, os resultados do questionário revelaram que a motivação intrínseca dos aprendizes foi aumentada pelo "feedback" positivo. Os presentes achados adicionam evidências de que os efeitos motivacionais do "feedback" possuem um impacto direto sobre a aprendizagem.

Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation

“…Regardless, to our knowledge, this is the first study to report intrinsic motivation and augmented feedback processing, when considered together, predict a measure of motor learning. One other study showed evidence that intrinsic motivation predicted motor learning (Saemi et al, 2011), but this study did not consider augmented feedback processing; and two other studies showed evidence augmented feedback processing predicted motor learning (Luft et al, 2013(Luft et al, , 2014, but these studies did not consider intrinsic motivation. Interestingly, intrinsic motivation and augmented feedback processing were not significantly correlated, suggesting that individuals who are more intrinsically motivated to learn do not necessarily engage in greater augmented feedback processing while learning.…”

“…One speculation is self-control participants are more intrinsically motivated during the acquisition phase (Sanli et al, 2013;Wulf, 2007), and intrinsic motivation is associated with enhanced motor learning (Saemi, Wulf, Varzaneh, & Zarghami, 2011). Self-control participants are theorized to be more intrinsically motivated because they likely have higher perceived autonomy, which is positively associated with intrinsic motivation (Banack, Sabiston, & Bloom, 2011;Black & Deci, 2000;Jõesaar, Hein, & Hagger, 2012).…”

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

“…According to the guidance hypothesis, the low frequency of the feedback and feedback after poor trials with large errors when the learner is directed towards the correct movement pattern is considered to be more effective than feedback after good trials and small errors (Salmoni, Schmidt, & Walter, 1984). Some studies in the past few years have compared the effectiveness of knowledge of results feedback (KR) after relatively more accurate versus less accurate trials on motor learning (Abbas & North, 2018;Badami, VaezMousavi, Wulf, & Namazizadeh, 2012;Chiviacowsky & Wulf, 2007;Chiviacowsky, Wulf, Wally, & Borges, 2009;Goudini, Saemi, Ashrafpoornavaee, & Abdoli, 2018;Januário, Figueiredo, Portes, & Benda, 2019;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012;Saemi, Wulf, Varzaneh, & Zarghami, 2011). In these studies, KR feedback was provided after each block of practice trials.…”

Perceived size does not modulate accuracy in a two-dimensional shooting task

“…Less controversially, there are reports that participants perform better when they are told they are doing well (Saemi et al, 2011;Trempe et al, 2012), when they are informed that peers do well on the current task (Wulf et al, 2012), and in accordance with superstitious beliefs (Damisch et al, 2010). As part of their OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) framework, Wulf and Lewthwaite (2016) explain the relationship between perception and performance as at least partly related to attentional allocation.…”