Feedback is considered an important teaching function and researchers in sport pedagogy have shown interest in verifying this importance to achievement in physical education. This review paper examines the feedback research in physical education and discusses factors which might help explain some inconsistencies. The essential role of teacher feedback in motor-skill learning is questioned.
Amelia M. Lee, Nyit C. Keh and Richard A. Magill
Gavin P. Lawrence, Michael A. Khan, Stuart Mourton and Pierre-Michel Bernier
The objective of the current study was to determine whether the reliance on visual feedback that develops with practice is to due utilizing vision to adjust trajectories during movement execution (i.e., online) and/or to enhance the programming of subsequent trials (i.e., offline). Participants performed a directional aiming task with either vision during the movement, dynamic feedback of the trajectory of the movement or the movement endpoint. The full vision condition was more accurate during practice than the other feedback conditions but suffered a greater decrement in performance when feedback was removed. In addition, the reliance on trajectory feedback was greater compared with the endpoint feedback. It appears that the reliance on visual feedback that develops with practice was due to both online and offline processing.
Kathryn Mills, Aula Idris, Thu-An Pham, John Porte, Mark Wiggins and Manolya Kavakli
(188/100,000 participants). 11 The lack of timely and accurate feedback potentially contributes to the poor implementation of these programs. Multiple studies support the importance of providing timely feedback during neuromuscular training programs, 12 , 13 as it may enhance motor skill development
Gabriel Andrade Paz, Lohanne Almeida, Larissa Ruiz, Sabrina Casseres, Giovanna Xavier, João Lucas, Haroldo Gualter Santana, Humberto Miranda, Scott Bonnette and Jeffrey Willardson
, feedback is a fundamental tool for the acquisition and performance of motor skills and may be the most efficient form of training available. Indeed, the use of feedback has been shown to be highly effective in altering maladaptive biomechanical patterns and in optimizing lower-limb movements. 7 – 11 For
G. Linda Rikard
The purpose was to describe the differences in practice success of high- and low-skilled students to varied instructional tasks and feedback of two physical education teachers. Four to five lessons on striking with implements were presented, and feedback was consistently individual and specific. Subjects were four high-skilled and four low-skilled fourth graders randomly selected from two intact physical education classes. The teacher variable studied was the amount and kind of teacher feedback given to subjects during practice. Student variables included: (a) the success frequencies of practice in response to instructional tasks, and (b) practice success frequencies achieved immediately after receiving teacher feedback. Results showed that successful task engagement was 70% for low-skilled students and 86% for high-skilled students in response to instructional tasks. After receiving teacher feedback, low-skilled students increased their practice success to 75% (5% increase); high-skilled students declined to 84% (2% decrease).
Kirrie J. Ballard, Heather D. Smith, Divija Paramatmuni, Patricia McCabe, Deborah G. Theodoros and Bruce E. Murdoch
Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.
Kimmery Migel and Erik Wikstrom
to modify the position of the foot during stance phase of walking. For example, the use of auditory 18 and visual feedback 19 have created a medial shift in the stance phase plantar center of pressure during training. While center of pressure is not a direct measure of foot position, it is a
Steven J. Petruzzello and Charles B. Corbin
Research has suggested that females lack self-confidence in their abilities to perform in certain physical activity situations. This "situational vulnerability," however, is not characteristic of all age levels. The present research was designed to determine if situational vulnerability was characteristic of college-age females and to determine if postperformance feedback would enhance self-confidence. Further, the research was designed to determine if feedback-enhanced self-confidence would generalize to a different task. In Study 1, males and females (N=381) rated the gender appropriateness of several motor tasks and made confidence ratings. In Study 2, high and low confidence college-age women (N=69) were tested to determine if feedback increased confidence on a gender-neutral task.. Subjects were then tested for confidence after performing a different task to determine if feedback-produced confidence differences were enduring. The results indicated that both tasks were rated as gender-neutral, but college-age females lacked confidence when compared to males. Feedback did improve confidence for low confidence females, but this feedback-enhanced self-confidence did not generalize to a different motor task. It is suggested that a fourth factor, namely lack of experience, be added to Lenney's (1977) situational vulnerability hypothesis as a factor likely to affect female self-confidence.
Matthew Heath, Kristina Neely and Olav Krigolson
The authors manipulated the availability of monocular and binocular vision during the constituent planning and control stages of a goal-directed reaching task. Furthermore, trials were completed with or without online limb vision to determine whether monocular- or binocular-derived ego-motion cues influence the integration of visual feedback for online limb corrections. Results showed that the manipulation of visual cues during movement planning did not influence planning times or overall kinematics. During movement execution, however, binocular reaches—and particularly those completed with online limb vision—demonstrated heightened endpoint accuracy and stability, a finding directly linked to the adoption of a feedback-based mode of reaching control (i.e., online control). In contrast, reaches performed with online monocular vision produced increased endpoint error and instability and demonstrated reduced evidence of feedback-based corrections (i.e., offline control). Based on these results, the authors propose that the combination of static (i.e., target location) and dynamic (i.e., the moving limb) binocular cues serve to specifically optimize online reaching control. Moreover, results provide new evidence that differences in the kinematic and endpoint parameters of binocular and monocular reaches reflect differences in the extent to which the aforementioned engage in online and offline modes of movement control.
Suzete Chiviacowsky and Helena Thofehrn Lessa
Granting learners autonomy over certain aspects of the practice context—for example, by providing them with the opportunity to choose when to receive augmented feedback or observe a model—has been consistently shown to facilitate the acquisition of motor skills in several populations. However, studies investigating the provision of autonomy support to older adults remain scarce. The purpose of the present experiment was to investigate the effects of providing choice over feedback on motor learning in older adults. Participants were divided into two groups, choice and no-choice, and practiced 36 trials of a linear positioning task. Before each block of six trials, participants from the choice group were given the choice to control, or not, when to receive feedback in the block. No-choice group participants received feedback according to the same schedule as their choice group counterparts, but they could not choose when to receive it. Two days later, participants of both groups performed retention and transfer tests. The choice group demonstrated lower absolute error scores during transfer compared with the no-choice group. The findings reinforce outcomes of previous autonomy support studies and provide the first evidence that choice over feedback can enhance the learning of motor skills in older adults.