Influence of three accuracy levels of knowledge of results on motor skill acquisition
DOI:
https://doi.org/10.4100/jhse.2010.53.17Keywords:
Motor learning, Non-Vision, Throwing skill, Feed-BackAbstract
This study analyse the influence of Knowledge of Results (KR) with different accuracy levels on the learning rate of a throwing skill of spatial non-vision accuracy, during the acquisition stage. We assessed the number of successful events, the distance from the target and the consistency of the responses obtained by 180 subjects. We applied three accuracy levels: KR1 - subjects were informed about reaching the target or not; KR2 - informed about the direction of the failure events; and KR3 - informed about the direction and quantification of the failure events. All groups improved their rate of success -15.56% in KR1, 14.45% in KR3 (p < 0.001) and 14.16% in KR2 (p=0.001)- as well as their consistency level after the acquisition stage. After 15 minutes without KR, we found main differences related to the rate of success in the retention stage between KR2 and KR1 (p=0.026), and between KR3 and KR1 (p=0.001), but not between KR2 and KR3. We can conclude that, a less precise KR, aimed just to the direction of the failure events, resulted more efficient at an initial learning stage than a more precise KR, aimed to the direction and the distance of the failure events.
Downloads
References
Anderson, D.I., Magill, R.A., Sekiya, H. Motor learning as a function of KR schedule and characteristics of task-intrinsic feedback. Journal of motor behaviour. 2001; 33(1):59-56. https://doi.org/10.1080/00222890109601903
Badets, A., Blandin, Y., Wright, D., Shea, C.H. Error detection processes during observational learning. Research Quarterly for Exercise and Sport. 2006; 77(2):177-184. https://doi.org/10.1080/02701367.2006.10599352
Bilodeau, E.A. Supplementary feedback and instructions. In: EA Bilodeau (Ed.). Principles of skill acquisition. New York: Academic; 1969.
Buekers, M.J., Magill, R.A., Hall, K.G. The effect of erroneus knowledge of results on skill acquisition when augmented information is redundant. The Quarterly journal of Experimental Psychology. 1992; 44(1):105-117. https://doi.org/10.1080/14640749208401285
Buekers, M.J., Magill, R.A., Sneyers, K.M. Resolving a conflict between sensory feedback and knowledge of results, while learning a motor skill. Journal of motor behavior. 1994; 26(1):27-35. https://doi.org/10.1080/00222895.1994.9941658
Buekers, M.J., Magill, R.A. The role of task experience and prior knowledge for detecting invalid augmented feedback while learning a motor skill. The Quarterly Journal of Experimental Psychology. 1995; 48(1):84-97. https://doi.org/10.1080/14640749508401377
Butki, B.D., Hoffman, S.J. Effects of reducing frecuency of intrinsic knowledge of results on the learning of a motor skill. Perceptual and Motor Skills. 2003; 97:569-580. https://doi.org/10.2466/pms.2003.97.2.569
Chiviakowsky, S., Wulf, G. Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport. 2007; 78(2):40-47. https://doi.org/10.1080/02701367.2007.10599402
Guadagnoli, M.A., Leis, B., Van Gemmert, A.W.A., Stelmach, G.E. The relationship between knowledge of results and motor learning in parkinsonian patients. Parkinsonism and Related Disorders. 2002; 9:89-95. https://doi.org/10.1016/S1353-8020(02)00007-X
Ishikura, T. Reduced relative frequency of knowledge of results without visual feedback in learning a golf-putting task. Perceptual and Motor Skills. 2008; 106:225-233. https://doi.org/10.2466/pms.106.1.225-233
Kohl. R.M., Guadagnoli, M.A. The Scheduling of knowledge of results. Journal of Motor Behavior. 1996; 28(3):233-240. https://doi.org/10.1080/00222895.1996.9941748
Magill, R.A., Wood, C.A. Knowledge of results precision as a learning variable in motor skill acquisition. Research Quarterly for Exercise and Sport. 1986; 57(2):170-173. https://doi.org/10.1080/02701367.1986.10762195
Magill, R.A. Augmented feedback in motor skill acquisition. In: RN Singer, HA Hausenblas, CM Janelle (Eds.). Handbook of sport psychology. 2nd Ed. New York: John Wiley & Sons; 2001.
Magill, R.A. The influence of augmented feedback on skill learning depends on characteristics of the skill and the learner. Quest. 1994; 46:314-327. https://doi.org/10.1080/00336297.1994.10484129
Mcnevin, N., Magill, R.A., Buekers, M.J. The effects of erroneus knowledge of results on transfer of anticipation timing. Research Quarterly for Exercise and Sport. 1994; 65(4):324-329. https://doi.org/10.1080/02701367.1994.10607636
Reeve, T.G., Dornier, L.A., Weeks, D.J. Precision of knowledge of results: considerations of the accuracy requirements imposed by the task. Research Quarterly for Exercise and Sport. 1990; 61(3):284-290. https://doi.org/10.1080/02701367.1990.10608693
Reeve, T.G., Magill, R.A. The role of components of knowledge of results information in error correction. Research Quarterly for Exercise and Sport. 1981; 52(1):82-85. https://doi.org/10.1080/02701367.1981.10609299
Rogers, C.A. Jr. Feedback precision and postfeedback interval duration. Journal of Experimental Psychology. 1974; 102(4):604-608. https://doi.org/10.1037/h0036090
Salmoni, A.W., Ross, D., Dill, S., Zoeller, M. Knowledge of results and perceptual-motor learning. Human Movement Science. 1983; 2:77-89. https://doi.org/10.1016/0167-9457(83)90008-8
Salmoni, A.W., Schmidt, R.A., Walter, C.H.B. Knowledge of results and motor learning: a review and critical reappraisal. Psychological Bulletin. 1984; 95(3):355-386. https://doi.org/10.1037/0033-2909.95.3.355
Schmidt, R.A., Lange, C., Young, D.E. Optimizing summary knowledge of results for skill learning. Human Movement Science. 1990; 9:325-348. https://doi.org/10.1016/0167-9457(90)90007-Z
Swinnen, S., Vandenberghe, J., Van Assche, E.V. Role of cognitive style constructs field dependence-independence and reflection-impulsivity in skill acquisition. Journal of Sport Psychology. 1985; 8:51-69. https://doi.org/10.1123/jsp.8.1.51
Swinnen, S.P. Information feedback for motor skill learning: a review. In: HN Zelaznik (Ed.). Advances in motor learning and control. Champaign ILL: Human Kinetics; 1996. Pp. 37-66.
Winstein, C.J., Schmidt, R.A. Reduced frequency of knowledge of results enhances motor skills learning. Journal of Experimental Psychology: Learning, Memory and Cognition. 1990; 16(4):677-691. https://doi.org/10.1037/0278-7393.16.4.677
Wright, D.L., Smith-Munyon, V.L., Sidaway, B. How close is too close for precise knowledge of results? Research Quarterly for Exercise and Sport. 1997; 68(2):172-176. https://doi.org/10.1080/02701367.1997.10607994
Wulf, G., Shea, C.H.H., Matschiner, S. Frequent feedback enhances complex motor skill learning. Journal of motor behavior. 1998; 30(2):180-192. https://doi.org/10.1080/00222899809601335
Young, D.E., Schmidt, R.A. Units of motor behavior: Modifications with practice and feedback. In: M Jeannerod (Ed.). Attention and performance XIII. Hillsdale, NJ: Laurence Erlbaum; 1990. Pp. 763-795.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2010 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
