It is necessary to clarify how instructors provide the feedback and how feedback perceived subjectively after motor learners repetitively practice a series of movements. This study was designed to examine the impacts of external and internal information on motor performance and learning. Thirty six participants (21.1 ± 2.3 years) were randomly assigned into one of the summary knowledge of results (SKR) in reverse order, error estimation and summary knowledge of results (EE + SKR) in reverse order, and knowledge of results (KR) 100% groups. Self-paced linear position was used as experimental task. All participants were practiced 84 trials during the acquisition phase, and 10-min immediate retention and 24-hrs delayed retention tests without KR administration. The performance during acquisition phase showed: (1) Groups × blocks interaction were found significant on AE. (2) The change score was found no significant difference. (3) The data from immediate and delayed retention tests showed no significant difference among three groups on AE in immediate retention test, while error estimation in EE + SKR in reverse order group was found significantly higher than that of SKR in reverse order and KR100% groups. Conversely, significant difference was found among three groups on AE and EE in delayed retention tests, and EE + SKR in reverse order was significantly higher EE than that of SKR in reverse order and KR100% groups. These findings suggested that (1) verbal SKR with recency effect was affected by external and internal information on motor performance of movement accuracy, but not in improvement, and (2) verbal SKR with recency effect were facilitated by internal information on motor learning of movement accuracy and error detection, and external information facilitated motor learning of movement accuracy.