Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study

The purpose of this study was to use the meta-analytic approach to assess the effectiveness of self-controlled (SC) and regulated (R) feedback on motor skill performance (MSP). Random effects model using the standardized mean difference effect size (<i>ES</i>) was used to pool results. A total of 86 <i>ES</i>, retrieved from 18 studies, were calculated and separated into three types of feedback: SC, R, and yoked group (YG). In acquisition phase, SC (<i>ES</i> = 1.872; <i>CI_95%</i> = 1.014, 2.730), R (<i>ES</i> = 0.852; <i>CI_95%</i> = 0.614, 1.090), and YG (<i>ES</i> = 1.492; <i>CI_95%</i> = 0.266, 2.718) significantly improved MSP. In retention phase, SC and YG had a nonsignificant decrease in MSP, R (<i>ES</i> = –0.819; <i>CI_95%</i> = –1.207, –0.430) significantly decrease MSP. Several factors were analyzed as moderator variables. Results suggest that SC feedback enhances learning.

本研究旨在采用元分析方法，评估自我控制反馈（self-controlled, SC）与规制反馈（regulated, R）对运动技能表现（motor skill performance, MSP）的有效性。本研究采用标准化均差效应量（standardized mean difference effect size, ES）的随机效应模型整合各项研究结果。最终从18项原始研究中共提取得到86个效应量，并将其划分为三类反馈模式：自我控制组、规制组与配对组（yoked group, YG）。在技能获取阶段，自我控制组（ES=1.872；95%置信区间CI₉₅%=1.014, 2.730）、规制组（ES=0.852；CI₉₅%=0.614, 1.090）与配对组（ES=1.492；CI₉₅%=0.266, 2.718）均显著提升了运动技能表现。在技能保持阶段，自我控制组与配对组的运动技能表现无显著下降，而规制组（ES=–0.819；CI₉₅%=–1.207, –0.430）则显著降低了运动技能表现。本研究还对若干调节变量进行了分析，结果表明自我控制反馈能够有效提升运动技能学习效果。