Abstract
Previous research has shown that peers without task experience provided knowledge of results (KR) as effectively as performers who self-controlled their own KR schedule (McRae et al., 2015). In the present experiment, a group of participants first practiced a motor task while self-controlling their KR during a defined acquisition period. Twenty-four hours after their last retention trial, these participants with motor experience then provided KR to a learner during their skill acquisition. Participants were required to learn a serial-timing task with a goal of 2,500 ms. Participants completed a defined acquisition period and then returned 24 h later for a retention test. In retention, learners who received KR from experienced peers were predicted to outperform learners who received KR from inexperienced peers. The results showed that performers learned the task similarly, independent of the peer’s previous task experience. However, the peer groups differed in their frequency of providing KR to the learner and showed a discrepancy between their self-reported KR provision strategy and when they actually provided KR. The results have theoretical implications for understanding the impact of self-control in motor learning contexts.
Highlights
Reducing a performer’s uncertainty regarding the success of a goal-directed motor action is facilitated by the provision of augmented feedback
Proportion of knowledge of results (KR) Trials The 2-Group (IP, Experienced peer (EP)) by 8-Block (1–8) ANOVA with repeated measures on block was performed to assess whether the frequency of feedback to the learner differed as a function of task experience of the peer
Based on the fact that learners were not receiving KR on all trials during the acquisition period, independent of the peers’ previous task experience, and motor performance was similar in the retention period between peer conditions, we suggest that a reliance on KR to guide motor performance was not evidenced as a function of the KR schedule experienced (Salmoni et al, 1984)
Summary
Reducing a performer’s uncertainty regarding the success of a goal-directed motor action is facilitated by the provision of augmented feedback. Feedback provided too frequently, too immediately, or without control of the learner has shown to undermine skill acquisition of the learner (Salmoni et al, 1984; Wulf et al, 2010). Feedback presented less frequently or on a schedule that is under the control of the learner have shown to facilitate skill acquisition (Wulf et al, 2010; Wulf and Lewthwaite, 2016). Augmented feedback in the form of knowledge of results (KR) is a source of information provided to a learner that is related to the outcome of their movement action with reference to the movement goal (Salmoni et al, 1984). This paradigm has been termed a self-controlled KR schedule
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