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Journal of Motor Behavior Volume 47, 2015 - Issue 6
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RESEARCH ARTICLES

Examining the Preferred Self-Controlled KR Schedules of Learners and Peers During Motor Skill Learning

Matthew McRaeDepartment of Kinesiology, Brock University, St Catharines, Ontario, CanadaCorrespondence[email protected]
,
Jae Todd PattersonDepartment of Kinesiology, Brock University, St Catharines, Ontario, Canada
&
Steve HansenSchool of Physical Health and Education, Nipissing University, North Bay, Ontario, Canada
Pages 527-534 | Received 16 Jun 2014, Accepted 09 Feb 2015, Published online: 20 Apr 2015

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Read on this site (3)

Molly Brillinger, April Karlinsky & Jae Patterson. (2024) Examining Learner-Controlled Role-Switching in Dyad Practice for the Learning of a Speed Cup-Stacking Task. Journal of Motor Behavior 56:2, pages 211-225.
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Zachary D. Yantha, Brad McKay & Diane M. Ste-Marie. (2022) The recommendation for learners to be provided with control over their feedback schedule is questioned in a self-controlled learning paradigm. Journal of Sports Sciences 40:7, pages 769-782.
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Judith Jimenez-Diaz, Karla Chaves-Castro & Maria Morera-Castro. (2021) Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study. Journal of Motor Behavior 53:3, pages 385-398.
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Articles from other publishers (2)

Jae Todd Patterson, Matthew McRae & Steve Hansen. (2019) On Whether Task Experience of the Peer Differentially Impacts Feedback Scheduling and Skill Acquisition of a Learner. Frontiers in Psychology 10.
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April Karlinsky & Nicola J. Hodges. (2018) Turn-Taking and Concurrent Dyad Practice Aid Efficiency but not Effectiveness of Motor Learning in a Balance-Related Task. Journal of Motor Learning and Development 6:1, pages 35-52.
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