scholarly journals Meta-analysis of reduced relative feedback frequency effect on motor learning and performance

2021 ◽  
Author(s):  
Brad McKay ◽  
Julia Hussien ◽  
Mary-Anne Vinh ◽  
Alexandre Mir-Orefice ◽  
Hugh Brooks ◽  
...  
Keyword(s):  
Motor Learning ◽  
Meta Analysis ◽  
Frequency Effect ◽  
Practice Trial ◽  
Primary Analysis ◽  
Reversal Effect ◽  
Practice Performance ◽  
And Performance ◽  
Feedback Frequency ◽  
Learning And Performance

A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking.

Attention and time constraints in perceptual-motor learning and performance: Instruction, analogy, and skill level

2011 ◽  
Vol 20 (2) ◽  
pp. 245-256 ◽  
Author(s):  
Johan M. Koedijker ◽  
Jamie M. Poolton ◽  
Jonathan P. Maxwell ◽  
Raôul R.D. Oudejans ◽  
Peter J. Beek ◽  
...  
Keyword(s):  
Motor Learning ◽  
Skill Level ◽  
Time Constraints ◽  
And Performance ◽  
Perceptual Motor Learning ◽  
Learning And Performance ◽  
Performance Instruction

Anxiolytic Effects of Diaphragmatic Breathing During Motor Learning and Performance

2007 ◽  
Author(s):  
Craig E. Hunt ◽  
David R. Gerkens ◽  
Lenny D. Wiersma ◽  
Kristin P. Beals
Keyword(s):  
Motor Learning ◽  
Diaphragmatic Breathing ◽  
And Performance ◽  
Learning And Performance

Sleep improves sequential motor learning and performance in patients with prefrontal lobe lesions

2008 ◽  
Vol 110 (3) ◽  
pp. 245-252 ◽  
Author(s):  
Marian Gomez Beldarrain ◽  
Ainara Gonzalez Astorgano ◽  
Amaia Bilbao Gonzalez ◽  
Juan C. Garcia-Monco
Keyword(s):  
Motor Learning ◽  
And Performance ◽  
Learning And Performance ◽  
Prefrontal Lobe

Feedback Frequency Effect on Performance Time in Dynamic Decision Making Task

2017 ◽  
Vol 61 (1) ◽  
pp. 188-192
Author(s):  
Nakkyeong Choi ◽  
Rohae Myung
Keyword(s):  
Decision Making ◽  
Performance Evaluation ◽  
Task Performance ◽  
Dynamic Decision Making ◽  
Frequency Effect ◽  
Performance Time ◽  
Successful Work ◽  
Activation Theory ◽  
And Performance ◽  
Feedback Frequency

Decision support such as feedback has been considered to be crucial for successful work in many important Dynamic Decision Making (DDM) tasks. However, previous research did not consider the effect of feedback frequency on the performance time which, in conjunction with accuracy, is an important measure of the task performance evaluation in DDM. Therefore, in order to accurately evaluate task performance in a DDM, not only the accuracy of performance, but also the time to perform the task should be considered. This paper will examine the effect of feedback frequency on the task performance time in DDM. Drawing from activation theory (Anderson, 2009), we hypothesized that frequent feedback induces cognitive overload, resulting in learning degradation, and thus producing a U-shaped relationship with performance time. In order to test this hypothesis, we have experimented with the DDM simulation where the frequency of feedback was manipulated. The results demonstrate that there is U-shaped relationship between feedback frequency and performance time ( R2= 0.746, p < 0.01). Our findings show that providing excessively frequent feedback to an operator negatively affects performance time.

scholarly journals A critical review on the theoretical framework of differential motor learning and meta-analytic review on the empirical evidence of differential motor learning

2018 ◽  
Author(s):  
Ben Serrien ◽  
Bruno Tassignon ◽  
Jean-Pierre Baeyens ◽  
Ron Clijsen
Keyword(s):  
Motor Learning ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Fine Motor ◽  
Learning Method ◽  
Neurophysiological Mechanism ◽  
Theoretical Rationale ◽  
Differential Learning ◽  
Analytic Review ◽  
And Performance

Objective. Differential learning is a motor learning method characterized by a high amountof variability during practice. The objective of this paper is twofold. First, a critical appraisalis performed of the theoretical rationale of the differential learning method. Second, asystematic review and meta-analysis of experimental results is made to compare theeffectiveness of differential learning compared to other motor learning methods.Methods. Narrative review of the theoretical rationale of differential learning. Systematicreview and meta-analysis of published randomized controlled trials where differentiallearning is compared to other motor learning methodologies.Results. The theoretical rationale of differential learning is reasonable, but at some points toometaphorically formulated. Especially the use of stochastic resonance as the mechanismbehind differential learning is ambiguous and remains untested to this day. However, indirectevidence for a neurophysiological mechanism has been described and should be pursuedfurther. Empirically, differential learning has been examined in a variety of contexts rangingfrom technical skills and performance outcomes in single sports movements to tactical sportscontexts, fine motor skills, balance tasks and rehabilitation. The meta-analysis showed thatdifferential learning performed better than traditional motor learning methods and that theeffect was larger on the retention test than on the post-test. However, little to no evidence wasfound for the comparison to other variability-based motor learning techniques. Additionally,risk of bias was high or unclear on many items and publication bias was likely which limitsstrong confidence in the conclusions of the meta-analysis.Perspectives. Differential learning is a promising method to enhance motor learning but willrequire further research to test certain theoretical claims and to find factors that predict theindividual and time-dependent optimal amount of practice variability.

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