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

Abstract

The 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; CI_95% = 1.014, 2.730), R (ES = 0.852; CI_95% = 0.614, 1.090), and YG (ES = 1.492; CI_95% = 0.266, 2.718) significantly improved MSP. In retention phase, SC and YG had a nonsignificant decrease in MSP, R (ES = –0.819; CI_95% = –1.207, –0.430) significantly decrease MSP. Several factors were analyzed as moderator variables. Results suggest that SC feedback enhances learning.

Keywords:

• motor learning
• motor competence
• motor performance
• augmented feedback

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by The Research Centre of Human Movement Science, from the University of Costa Rica (CIMOHU-UCR).