Effects of Bandwidth and Self-Controlled Feedback on Badminton Motor Skill Acquisition

Background: In the process of motor skill acquisition, augmented feedback serves as an important factor in facilitating skill development and refinement. Although both bandwidth feedback, which is based on preset performance standards, and self-controlled feedback, which emphasizes learner autonomy, have been shown to positively influence skill development, the comparative effects of different feedback strategies on skill acquisition in beginners within specific sports remain unclear. Therefore, this study takes the badminton forehand long serve as the target skill and aims to systematically compare the effects of bandwidth feedback, self-controlled feedback, and their blended mode on skill acquisition among novice middle school learners. Method: A randomized controlled design was employed. A total of 64 middle school students with no prior badminton experience were assigned to one of four groups: bandwidth feedback (BF group，n=16), self-controlled feedback (SF group，n=16), combined feedback（CF group，n=16）, or a no-feedback control group (NF group，n=16). Following a three-week instructional intervention, participants’ performance in the forehand long serve was assessed. Data were analyzed using repeated-measures ANOVA and post-hoc tests. Results: Paired-samples t-tests showed significant pre- to post-test improvement in all groups. The bandwidth, self-controlled, and blended feedback groups exhibited highly significant gains (p bandwidth > control. Conclusion: Augmented feedback effectively facilitates badminton skill learning, with self-controlled and blended feedback strategies demonstrating superior outcomes. These findings provide practical evidence for optimizing feedback interventions in physical education and highlight the value of learner-regulated feedback in enhancing motor skill acquisition.