Abstract

Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition phase. The yoked group received feedback according to a schedule created by a SC counterpart. During acquisition participants were also allowed to view written instructional cues at any time. Results revealed that the SC group had significantly higher form scores during the transfer phase and utilized the instructional cues more frequently during acquisition. Post-training questionnaire responses indicated no preference for requesting or receiving feedback following good trials as reported by Chiviacowsky and Wulf (2002, 2005). The nature of the task was such that participants could have assigned both positive and negative evaluations to different aspects of the movement during the same trial. Thus, the lack of preferences along with the similarity in scores for feedback and no-feedback trials may simply have reflected this complexity. Importantly, however, the results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing.

Highlights

  • Research in motor learning has demonstrated that allowing learners to control some aspect of instructional support benefits skill acquisition

  • The purpose of the present study was to examine the effects of SC video knowledge of performance (KP) on the learning of basketball set shot technique by novices

  • The purpose of this study was to examine the effects of SC video KP on the learning of basketball set shot technique by novices

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Summary

Introduction

Research in motor learning has demonstrated that allowing learners to control some aspect of instructional support benefits skill acquisition (for a review see Wulf, 2007). Types of previously examined SC manipulations have included physical guidance (Wulf and Toole, 1999; Wulf et al, 2001), amount of practice (Post et al, 2011), task scheduling (Keetch and Lee, 2007; Wu and Magill, 2011), video demonstration (Wrisberg and Pein, 2002; Wulf et al, 2005), and augmented feedback (Janelle et al, 1995; Chiviacowsky et al, 2008) The majority of these studies have examined the effects of SC feedback in the form of knowledge of results (KR) or, less frequently, knowledge of performance (KP). Janelle et al (1995, 1997) suggested that SC prompts learners to process information on a deeper cognitive level while McNevin et al (2000) argued that SC might increase participant motivation Another perspective forwarded by Chiviacowsky and Wulf (2002) suggested that SC allows learners to strategically tailor their experience to fit personal needs and preferences during skill acquisition. This latter argument was based on findings that SC participants reported asking for feedback after so-called good trials and that performance on these trials was superior to performance on no-feedback (i.e., poor) trials

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