Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study
Jiménez Díaz, Judith
Chaves Castro, Karla
Morera Castro, María
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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 (ES) was used to pool results. A total of 86 ES, retrieved from 18 studies, were calculated and separated into three types of feedback: SC, R, and yoked group (YG). In acquisition phase, SC (ES=1.872; CI95%=1.014,2.730), R (ES=0.852; CI95%=0.614,1.090), and YG (ES=1.492; CI95%=0.266,2.718) significantly improved MSP. In retention phase, SC and YG had a non-significant decrease in MSP, R (ES =-0.819; CI95% =-1.207,-0.430) significantly decrease MSP. Several factors were analyzed as moderator variables. Results suggest that SC feedback enhances learning.