Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study

dc.creatorJiménez Díaz, Judith
dc.creatorChaves Castro, Karla
dc.creatorMorera Castro, María
dc.date.accessioned2021-03-18T19:10:54Z
dc.date.accessioned2022-10-20T01:27:45Z
dc.date.available2021-03-18T19:10:54Z
dc.date.available2022-10-20T01:27:45Z
dc.date.created2021-03-18T19:10:54Z
dc.date.issued2020-07-05
dc.identifierhttps://www.tandfonline.com/doi/full/10.1080/00222895.2020.1782825
dc.identifier1940-1027
dc.identifierhttps://hdl.handle.net/10669/83102
dc.identifierhttps://doi.org/10.1080/00222895.2020.1782825
dc.identifier838-B8-A33
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4540353
dc.description.abstractThe purpose of this study was to use the meta-analytic approach to assess the effectiveness of self-controlled (SC) and regulated (R) feedback on motor skill performance (MSP). Random effects model using the standardized mean difference effect size (ES) was used to pool results. A total of 86 ES, retrieved from 18 studies, were calculated and separated into three types of feedback: SC, R, and yoked group (YG). In acquisition phase, SC (ES=1.872; CI95%=1.014,2.730), R (ES=0.852; CI95%=0.614,1.090), and YG (ES=1.492; CI95%=0.266,2.718) significantly improved MSP. In retention phase, SC and YG had a non-significant decrease in MSP, R (ES =-0.819; CI95% =-1.207,-0.430) significantly decrease MSP. Several factors were analyzed as moderator variables. Results suggest that SC feedback enhances learning.
dc.languageeng
dc.sourceJournal of Motor Behavior, 1-14
dc.subjectmotor learning
dc.subjectmotor competence
dc.subjectmotor performance
dc.subjectaugmented feedback
dc.titleEffect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study
dc.typeartículo científico


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