首页|Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance

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

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  • NSTL
  • Elsevier
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.

Feedback frequencyKnowledge of resultsKnowledge of performanceGuidance hypothesisPerformance-learning distinctionMotor learningMeta-analysisAUGMENTED FEEDBACKMULTIPLE OUTCOMESPUBLICATION BIASERROR ESTIMATIONEFFECT SIZESKNOWLEDGECHILDRENACQUISITIONGUIDANCEPATTERN

McKay, Brad、Hussien, Julia、Vinh, Mary-Anne、Mir-Orefice, Alexandre、Brooks, Hugh、Ste-Marie, Diane M.

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McMaster Univ

2022

10.1016/j.psychsport.2022.102165

Psychology of sport and exercise

Psychology of sport and exercise

SCI
ISSN：1469-0292
年,卷(期)：2022.61
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