Citations (146)
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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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Dennis J. Larson & Stephen H. M. Brown. (2023) Effects of trunk extensor muscle fatigue on repetitive lift (re)training using an augmented tactile feedback approach. Ergonomics 66:12, pages 1919-1934.
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Montassar Ben Romdhane & Aïmen Khacharem. (2023) Controlling the display of videos in a physical education context: effects on learning outcomes and situational interest. Physical Education and Sport Pedagogy 28:5, pages 517-529.
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Marco Túlio Silva Batista, Lucas Savassi Figueiredo, Cristiane Alves Martins, Nathálya Gardênia de Holanda Marinho Nogueira, Bárbara de Paula Ferreira & Rodolfo Novellino Benda. (2023) Expectation of Teaching and Self-Controlled KR in Motor Skills Acquisition: Are There Additive Effects?. Research Quarterly for Exercise and Sport 94:2, pages 391-400.
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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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Takehiro Iwatsuki & Mark P. Otten. (2021) Providing Choice Enhances Motor Performance under Psychological Pressure. Journal of Motor Behavior 53:5, pages 656-662.
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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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Ricardo Drews, Matheus Maia Pacheco, Flavio Henrique Bastos & Go Tani. (2021) Knowledge of Results do not Affect Self-Efficacy and Skill Acquisition on an Anticipatory Timing Task. Journal of Motor Behavior 53:3, pages 275-286.
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Thomas Simpson, P. Ellison, E. Carnegie & D. Marchant. (2021) A systematic review of motivational and attentional variables on children’s fundamental movement skill development: the OPTIMAL theory. International Review of Sport and Exercise Psychology 14:1, pages 312-358.
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Christopher A. Aiken, Phillip G. Post, Michael C. Hout & Jeffrey T. Fairbrother. (2020) Self-controlled amount and pacing of practice facilitate learning of a sequential timing task. Journal of Sports Sciences 38:4, pages 405-415.
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Marjan Kok, Annet Komen, Laurien van Capelleveen & John van der Kamp. (2020) The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put. Physical Education and Sport Pedagogy 25:1, pages 49-66.
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Kaylee F. Couvillion, Andrew D. Bass & Jeffrey T. Fairbrother. (2020) Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results. Journal of Sports Sciences 38:1, pages 94-99.
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Mojtaba Jalalvand, Abbas Bahram, Afkham Daneshfar & Saeed Arsham. (2019) The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting. Research Quarterly for Exercise and Sport 90:4, pages 429-439.
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Takehiro Iwatsuki, James W. Navalta & Gabriele Wulf. (2019) Autonomy enhances running efficiency. Journal of Sports Sciences 37:6, pages 685-691.
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April Karlinsky & Nicola J. Hodges. (2018) Dyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference Paradigm. Journal of Motor Behavior 50:5, pages 579-589.
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Mark McKenna, Daryl Thomas Cowan, David Stevenson & Julien Steven Baker. (2018) Neophyte experiences of football (soccer) match analysis: a multiple case study approach. Research in Sports Medicine 26:3, pages 306-322.
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Mathieu Andrieux, Arnaud Boutin & Bernard Thon. (2016) Self-Control of Task Difficulty During Early Practice Promotes Motor Skill Learning. Journal of Motor Behavior 48:1, pages 57-65.
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Matthew McRae, Jae Todd Patterson & Steve Hansen. (2015) Examining the Preferred Self-Controlled KR Schedules of Learners and Peers During Motor Skill Learning. Journal of Motor Behavior 47:6, pages 527-534.
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Nicola J. Hodges, Keith R. Lohse, Andrew Wilson, Shannon B. Lim & Desmond Mulligan. (2014) Exploring the Dynamic Nature of Contextual Interference: Previous Experience Affects Current Practice But Not Learning. Journal of Motor Behavior 46:6, pages 455-467.
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Angélica Kaefer, Suzete Chiviacowsky, Cassio de Miranda Meira$suffix/text()$suffix/text() & Go Tani. (2014) Self-Controlled Practice Enhances Motor Learning in Introverts and Extroverts. Research Quarterly for Exercise and Sport 85:2, pages 226-233.
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Jo-Yu Kuo, Chun-Hsien Chen & Jonathan Roberts. (2013) A framework for understanding the emotional impacts in virtual sport training. Virtual and Physical Prototyping 8:4, pages 235-239.
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Roland Sigrist, Georg Rauter, Robert Riener & Peter Wolf. (2013) Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task. Journal of Motor Behavior 45:6, pages 455-472.
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Mathieu Andrieux, Jérémy Danna & Bernard Thon. (2012) Self-Control of Task Difficulty During Training Enhances Motor Learning of a Complex Coincidence-Anticipation Task. Research Quarterly for Exercise and Sport 83:1, pages 27-35.
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JaeT. Patterson, Michael Carter & Elizabeth Sanli. (2011) Decreasing the Proportion of Self-Control Trials During the Acquisition Period Does Not Compromise the Learning Advantages in a Self-Controlled Context. Research Quarterly for Exercise and Sport 82:4, pages 624-633.
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PhillipG. Post, JeffreyT. Fairbrother & JoaoA.C. Barros. (2011) Self-Controlled Amount of Practice Benefits Learning of a Motor Skill. Research Quarterly for Exercise and Sport 82:3, pages 474-481.
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WillF.W. Wu & RichardA. Magill. (2011) Allowing Learners to Choose. Research Quarterly for Exercise and Sport 82:3, pages 449-457.
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Steve Hansen, Jacob Pfeiffer & Jae
Todd Patterson. (2011) Self-Control of Feedback During Motor Learning: Accounting for the Absolute Amount of Feedback Using a Yoked Group With Self-Control Over Feedback. Journal of Motor Behavior 43:2, pages 113-119.
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Gabriele Wulf, Suzete Chiviacowsky & Rebecca Lewthwaite. (2010) Normative Feedback Effects on Learning a Timing Task. Research Quarterly for Exercise and Sport 81:4, pages 425-431.
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JeffreyT. Fairbrother & Joao
Augusto de Camargo Barros. (2010) The Effects of Repeated Retention Tests Can Benefit as Well as Degrade Timing Performance. Research Quarterly for Exercise and Sport 81:2, pages 171-179.
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Rebecca Lewthwaite & Gabriele Wulf. (2010) Social-comparative feedback affects motor skill learning. The Quarterly Journal of Experimental Psychology 63:4, pages 738-749.
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Suzete Chiviacowsky, Gabriele Wulf, Raquel Wally & Thiago Borges. (2009) Knowledge of Results After Good Trials Enhances Learning in Older Adults. Research Quarterly for Exercise and Sport 80:3, pages 663-668.
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Mary Harding & Becky Haven. (2009) The Effects of Peer Coaching in the Secondary Arts Classroom: Intentional Watching in the Dance Studio. Journal of Dance Education 9:2, pages 41-51.
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Suzete Chiviacowsky, Gabriele Wulf, Franklin
Laroque de Medeiros, Angélica Kaefer & Go Tani. (2008) Learning Benefits of Self-Controlled Knowledge of Results in 10-Year-Old Children. Research Quarterly for Exercise and Sport 79:3, pages 405-410.
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Suzete Chiviacowsky, Franklin
Laroque de Medeiros, Angélica Kaefer, Raquel Wally & Gabriele Wulf. (2008) Self-Controlled Feedback in 10-Year-Old Children. Research Quarterly for Exercise and Sport 79:1, pages 122-127.
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KatherineM. Keetch & TimothyD. Lee. (2007) The Effect of Self-Regulated and Experimenter-Imposed Practice Schedules on Motor Learning for Tasks of Varying Difficulty. Research Quarterly for Exercise and Sport 78:5, pages 476-486.
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Suzete Chiviacowsky & Gabriele Wulf. (2007) Feedback After Good Trials Enhances Learning. Research Quarterly for Exercise and Sport 78:2, pages 40-47.
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