Effect Of Self-controlled And Regulated Feedback On Motor Skill Performance And Learning: A Meta-analytic Study

Abstract

Previous research has reached conflicting conclusions regarding the effects of regulated (R) and self -controlled (SC) feedback during the practice of motor skill acquisition and retention. PURPOSE: Use the aggregate data meta-analytic approach to examine the effects of R and SC feedback on motor skill acquisition and retention in healthy participants of any age. METHODS: Randomized trials of SC and R feedback in motor learning published up to 2019 were included by searching eleven databases, cross-referencing and expert review. Studies were selected and extracted by two authors. Risk of bias was assessed using an adaptation of the TESTEX Scale (maximum points = 10). Random-effects models using the standardized mean difference effect size (ES) were used to pool results. Heterogeneity was examined using the Q statistic and inconsistency using I2. An alpha value <0.05 was considered statistically significant for changes in motor skill acquisition and retention. RESULTS: Of 238 studies screened, 17 were included, representing 42 ES for acquisition and 44 for retention. Risk of bias was M + SD = 6.3 ± 1.2. The R group significantly improved performance during the acquisition phase (ES = 0.85; CI95% = 0.61, 1.09, n = 31, I2 = 69.6%, Q = 98.7, p <0.01) but decreased performance during the retention phase (ES = -0.82; CI95% = -1.21, -0.43, n = 33, I2 = 86.6%, Q = 238.7, p <0.01). The SC group significantly improved performance during the acquisition phase (ES = 1.87; CI95% = 1.01, 2.73, n = 8, I2 = 82.0%, Q = 39.0, p <0.01) but there were no statistically significant changes during the retention phase (ES = -0.05; CI95% = -0.76, 0.66, n = 8, I2 = 80.7%, Q = 36.3, p <0.01). A yoked group to SC feedback significantly improved performance during the acquisition phase (ES = 1.50; CI95% = 0.27, 2.72, n = 3, I2 = 80.9%, Q = 10.5, p <0.01) with no change during the retention phase (ES = -0.88; CI95% = -2.11, 0.35, n = 3, I2 = 83.4%, Q = 12.2, p <0.01). CONCLUSIONS: The overall results suggest that SC and R feedback improve performance during the acquisition phase, with greater improvements observed for SC feedback. SC feedback had no significant change during the retention phase, while R feedback decreased performance. These findings suggest that SC feedback may be the better choice for enhancing motor skills.