Relative Frequency of Knowledge of Results and Task Complexity in the Motor Skill Acquisition

2009 ◽  
Vol 109 (3) ◽  
pp. 831-840 ◽  
Author(s):  
Dalton Lustosa de Oliveira ◽  
Umberto Cesar Corrêa ◽  
Roberto Gimenez ◽  
Luciano Basso ◽  
Go Tani
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Relative Frequency ◽  
Task Complexity ◽  
Knowledge Of Results ◽  
Motor Skill Acquisition ◽  
And Task

scholarly journals Effects of the interaction among demonstration, verbal instruction and relative frequency of Knowledge of Results (KR) in motor skill acquisition

2012 ◽  
Vol 7 (2) ◽  
pp. 17-24
Author(s):  
Fernando Carneiro Machado Ennes ◽  
Herbert Ugrinowitsch ◽  
Márcio Mario Vieira ◽  
Rodolfo Novellino Benda
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Relative Frequency ◽  
Prior Information ◽  
Skills Acquisition ◽  
Verbal Instruction ◽  
Knowledge Of Results ◽  
Target Time ◽  
Motor Skill Acquisition ◽  
Tennis Balls

Demonstration, verbal instruction and knowledge of results are variables presented during the process of motor skills acquisition but their interaction was not investigated. This question was tested with three frequencies of knowledge of results plus three ways to supply prior information (demonstration, verbal instruction and demonstration added to the verbal instruction). The task consisted of carrying three tennis balls in a predetermined sequence and target time. A hundred eight volunteers participated in the study, divided into nine groups according to the combination of variables. The experiment consisted of the acquisition phase with 60 trials of practice and tests and data reliability was tested through two way ANOVA. The results showed that demonstration and KR conducted to better performance during tests.

External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer

2018 ◽  
Vol 125 (2) ◽  
pp. 400-416 ◽  
Author(s):  
L. S. Figueiredo ◽  
H. Ugrinowitsch ◽  
A. B. Freire ◽  
J. B. Shea ◽  
R. N. Benda
Keyword(s):  
Information Processing ◽  
Skill Acquisition ◽  
Motor Skill ◽  
External Control ◽  
Tennis Ball ◽  
Knowledge Of Results ◽  
Motor Skill Acquisition ◽  
Task Involvement ◽  
Explanatory Hypothesis ◽  
Group Involvement

Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.

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