Self-Controlled Feedback in 10-Year-Old Children: Higher Feedback Frequencies Enhance Learning

Chiviacowsky, Suzete; Wulf, Gabriele; Medeiros, Franklin Laroque de; Kaefer, Angélica; Wally, Raquel

doi:10.5641/193250308x13086753543176

Cited by 30 publications

(52 citation statements)

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“…stated that the perception of selfcontrol conditions can improve learning because it leads to more active involvement of the learner in the learning process. and Carter, Carlsen, and SteMarie (2014) believed that giving learners the opportunity to control a certain aspect of practice conditions led to successful trials and successful performance strategies for learners (15,39,40). This can improve error detection and reforming them between the efforts that haven't provided any feedback and finally the respond to stability increases.…”

Section: Resultsmentioning

confidence: 99%

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Shams

Tajdar

2016

Ann. Appl. Sport Sci.

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This study aims to better understand the effect of practice schedule and feedback providing types. In two separate experiments the contextual interference effect in bandwidth and self-control feedback conditions on relative and absolute timing learning was examined. In experiment I, the effect of contextual interference using bandwidth and self-control feedback on absolute timing learning (parameters) was studied. Results in the acquisition test showed the performance of blocked self-control and bandwidth groups were significantly better than other groups (P<0.05). There was no significant difference in retention and transfer tests (P>0.05). In experiment II, the effects of contextual interference with using a bandwidth and self-control feedback on relative timing learning (GMP) were studied. . In retention and transfer tests, the performance of random self-control and bandwidth groups was significantly different to the other groups (P<0.05). The performance of self-control feedback groups in both experiments was better than bandwidth feedback groups (P<0.05) in all stages. The results of this study reveal the beneficial effect of self-control feedback on relative timing (GMP) rather than absolute timing (parameter) learning and supported the theoretical separation of this processes.

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Section: Resultsmentioning

confidence: 99%

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Shams

Tajdar

2016

Ann. Appl. Sport Sci.

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“…Como consequência, prejudicaram também o grupo pareado, o que pode justificar a ausência de diferenças entre os grupos. Suporte para essa suposição pode ser encontrado nos resultados de Chiviacowsky et al (2008 a;2008b). No primeiro estudo os pesquisadores encontraram benefícios para a aprendizagem de crianças com 10 anos de idade com frequência autocontrolada de feedback, em média, em 28,3% das tentativas de prática, o que representa um valor bem superior à frequência solicitada pelas crianças do presente estudo (8,37% das tentativas em média).…”

Section: Discussão E Conclusãounclassified

“…No segundo estudo os pesquisadores verificaram melhor aprendizagem de crianças quando maiores frequências de feedback foram requeridas (39,8% das tentativas, em média) em comparação com menores frequências (8,4% das tentativas em média). Sendo assim, é plausível supor que a baixa quantidade de CP visual solicitada pelo grupo autocontrolado e, consequentemente, pelo grupo pareado, aliada à ineficiência desta forma de feedback para crianças, pode ter resultado na ausência de melhoras no escore, corroborando os resultados de Chiviacowsky et al (2008a;2008b Em relação à medida de variabilidade do padrão, em que os grupos também não se diferenciaram, talvez seja necessário investigar melhor a contribuição do autocontrole para a consistência do movimento, pois essa característica do desempenho não tem sido investigada nos estudos com frequência autocontrolada (JANELLE et al, 1995;WULF, 2002;CHIVIACOWSKY et al, 2005b). Janelle et al (1997), como aconteceu no presente estudo, também não encontraram diferenças na variabilidade entre o grupo pareado o e autocontrolado, quando analisada a precisão.…”

Section: Discussão E Conclusãounclassified

Efeitos do conhecimento de performance visual em uma frequência autocontrolada na aprendizagem de uma habilidade esportiva

Benda¹,

Gonçalves

Ugrinowitsch

et al. 2011

R. Educ. Fís. UEM

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RESUMOO objetivo do estudo foi investigar o efeito do conhecimento de performance (CP) visual em frequência autocontrolada sobre a aprendizagem de uma habilidade esportiva por crianças. Trinta voluntários, com idades entre onze e treze anos, foram distribuídos em três grupos: autocontrolado, que recebeu CP visual quando o solicitou; pareado, que recebeu CP visual conforme solicitação do grupo autocontrolado; grupo controle, que não recebeu CP visual. O delineamento constou de: fase aquisição, com duas sessões de oitenta tentativas; teste de transferência imediata, dez minutos após a fase de aquisição, com 10 tentativas; e teste de transferência atrasada, 48 horas após o primeiro teste, também com 10 tentativas. Como variáveis dependentes foram analisadas a pontuação no alvo e o escore referente ao padrão do movimento. Os resultados não confirmaram os efeitos da frequência autocontrolada de CP visual.Palavras-chave: Aprendizagem motora. Feedback. Conhecimento de performance. CP autocontrolado

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“…The apparatus, task, and procedure were similar to those used in previous studies (14,18). The task required participants to toss beanbags to a target placed on the floor, using their non-dominant arm.…”

Section: Apparatus and Taskmentioning

confidence: 99%

“…The results of previous research do not properly show the level of feedback frequency which can provide the best results for the acquisition and retention of motor skills. For example, Chiviacowsky et al (14) reported that children presented with 100% feedback frequency exhibited a better performance compared to those receiving a lower frequency of feedback. Similarly, Sullivan et al (15) who investigated the effect of feedback frequency in children and adults found that compared to children receiving reduced frequency of feedback, those presented with 100% feedback frequency in the acquisition phase performed significantly better within the retention tests.…”

Section: Introductionmentioning

confidence: 99%

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

Zamani¹,

Zarghami²

2015

Int J School Health

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Background: Feedback is one of the most important variables which affect the motor acquisition and the performance of a skill which plays a significant role in motor control as well as the learning of a motor skill. Objectives: The present study serves to assess the acquisition and retention of a new motor skill in pre-elementary school students, while presenting them with an additional feedback with different frequencies (0%, 50%, and 100%). Patients and Methods:The methodology of the current study is Semi-experimental, with pretests and posttests conducted on children presented with three different frequencies of additional knowledge of results (KR) feedback (0%, 50%, and 100%). The statistical population consisted of all 6-8 year old pre-elementary school students of Ahvaz, of whom 45 were selected through multilevel cluster sampling, and were subsequently divided, in three different groups. The selected task for the subjects consisted of throwing a tennis ball from over the shoulder toward a target depicted on the ground. The subjects performed 60 try-outs within the acquisition phase, in which the 0% group was presented with no feedback at all, 50% group received feedback in 50% of the try-outs, and 100% group obtained feedback in all try-outs. Three days after the acquisition phase, retention tests with 10 throws were conducted. One Way Analysis of Variance (ANOVA), Tukey test, and repeated measures test were used on each block for data analysis. Results:The results indicated significant differences between all three groups, both within the acquisition and retention tests (P = 0.001). The findings were suggestive that the 100% group performance was significantly superior to the other two groups in the acquisition phase, while the 50% group was significantly superior within the retention phase. Conclusions: In short, it can be concluded that children might benefit more from the reduced feedback for learning a skill.

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Self-Controlled Feedback in 10-Year-Old Children: Higher Feedback Frequencies Enhance Learning

Cited by 30 publications

References 0 publications

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Contextual Interference Effect in Bandwidth and Self-Control Feedback Conditions on Relative and Absolute Timing Learning

Efeitos do conhecimento de performance visual em uma frequência autocontrolada na aprendizagem de uma habilidade esportiva

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

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