The impact of augmented feedback (and technology) on learning and teaching cricket skill: A systematic review with meta-analysis

Abstract

Augmented feedback, including that provided using technology, can elicit multifaceted benefits on perceptual-motor learning and performance of sporting skills. However, current considerations of the applied value in supporting learning and teaching cricket skill is limited. This systematic review with meta-analysis aimed to understand the role and effectiveness of feedback-involved interventions on skill-based performance outcomes in cricket-related research. Six electronic databases were searched (SPORTDiscus, CINAHL, MEDLINE, Scopus, Web of Science and PsycINFO). Of 8,262 records identified, 11 studies met inclusion criteria; five of which were included in meta-analyses. Given no studies with an isolated feedback intervention-arm were identified, the two meta-analyses explored anticipation-based studies consisting of an intervention that included augmented feedback; positioned with respect to the key motor skill concepts of perception (anticipation accuracy) and action (performance success). Despite results highlighting improved performance outcomes for the feedback-involved intervention groups, with a large effect size for improved anticipation accuracy (Hedge’s g = 1.21, 95% CIs [-0.37, 2.78]) and a medium effect size for overall performance success (Hedge’s g = 0.55, 95% CIs [-0.39, 1.50]), results were not statistically significant and should be interpreted with caution given the wide confidence intervals. Considering the small number of studies available, in addition to the lack of isolated feedback protocols, further research is warranted to thoroughly explore the impact of augmented feedback on skill-based performance in cricket. Beyond the meta-analyses, the review also explored all included studies from an ecological dynamics perspective; presenting future avenues of research framed around evaluating the applied value of using augmented feedback (mediated with or without technology) for learning and teaching skill in cricket. Trial registration The protocol was preregistered with Open Science Framework (osf.io/384pd).

A coach's perspective on augmented feedback (and technology) in cricket

“…The use of feedback to support problem-solving is influenced by nonrepresentational approaches to learning that are more athlete-centred, focusing on strengthening the athlete's ability to perceive and act within their performance environment. 16,17,39 Additionally, feedback was used to help foster relationships and dialogue with their athletes (e.g. 'you build a rapport with your athlete and give them positive ways to improve' [P108]).…”

“…Current understanding of coach behaviour in cricket is somewhat limited; having mainly focused on elements of training design such as the structure and representative nature of training. [27][28][29] Despite acknowledging the improved performance attributes among training interventions involving augmented feedback, 17 little is known about how coaches provide or manipulate feedback strategies in cricket. Further, given the increasing development and availability of technologies that supplement feedback, understanding how current technologies are used within feedback practices is warranted.…”

“…14 Feedback is viewed as facilitating perceptual-motor exploration of a task, helping the learner change/discover, attune to, and use performance-relevant information in contexts which are dynamic or highly variable. 15–17 From non-representational perspectives, often considered as athlete-centred, feedback helps channel the learner toward acquiring capabilities to efficiently explore and exploit the most relevant information given the constraints at hand. 18,19 These different feedback approaches may subsequently influence how athletes act with respect to novel information (for instance, either as a source of interference or an opportunity to support performance).…”

“…25 Despite the increased availabilities of technology in sport, there are a lack of guidelines surrounding appropriate implementation. 17 To address questions relevant to learning and development, there is a need to investigate sport-specific feedback practices to account for changes in approaches that may be necessary due to evolving constraints. For example, as an individual improves, feedback frequency must often be reduced to optimise learning.…”