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The recommendation for learners to be provided with control over their feedback schedule is questioned in a self-controlled learning paradigm.

Evidence that self-controlled feedback schedules are more effective for motor learning than yoked or predetermined schedules has been used to forward the recommendation that practitioners should provide choice to learners over when they would like to receive feedback. This recommendation can be ques...

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Published in:Journal of Sports Sciences Vol. 40; no. 7; pp. 769 - 783
Main Authors: Yantha, Zachary D., McKay, Brad, Ste-Marie, Diane M.
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Apr2022
Online Access:View this record in EBSCOhost
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        02640414
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      jtl: Journal of Sports Sciences
      issn: 02640414
      maglogo: Y
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      dt: Apr2022
      vid: 40
      iid: 7
      pid: 377
      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        156443372
        156443372
        10.1080/02640414.2021.2015945
        156443372
      ppf: 769
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        atl: The recommendation for learners to be provided with control over their feedback schedule is questioned in a self-controlled learning paradigm.
      aug:
        au:
          Yantha, Zachary D.
          McKay, Brad
          Ste-Marie, Diane M.
        affil: School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada
      sug:
        subj:
          Feedback
          Self Regulation
          Learning Methods
          Motor Skills
          Skill Acquisition
          Task Performance and Analysis
          Golf
          Athletic Training Methods
          Human
          Comparative Studies
          Coaches, Athletic
          Descriptive Statistics
          Pretest-Posttest Design
      ab: Evidence that self-controlled feedback schedules are more effective for motor learning than yoked or predetermined schedules has been used to forward the recommendation that practitioners should provide choice to learners over when they would like to receive feedback. This recommendation can be questioned because the typical comparison groups in such experimentation do not well represent the applied setting. Consequently, comparison groups that better map onto the applied setting are needed. To this end, three groups learned a golf putting task: (1) self-controlled, (2) traditional-yoked, and (3) a group who were led to believe their KR schedule was being controlled by a golf coach. Participants (N = 60) completed a pre-test, acquisition phase, and delayed post-tests (retention/transfer). No group differences during the post-tests for mean radial error, F(2, 54) = 2.71, p =.075, or bivariate variable error, F(2, 56) = 0.11, p =.896, were found. Thus, the typical self-controlled learning advantage was not observed. Given the failure to replicate self-controlled benefits, combined with the fact there is little research that has directly compared self-controlled feedback schedules to coach-controlled schedules, we argue more evidence is needed before advocating that learners be provided choice over their feedback schedule.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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