dc.creator | Jiménez Díaz, Judith | |
dc.creator | Chaves Castro, Karla | |
dc.creator | Morera Castro, María | |
dc.date.accessioned | 2021-03-18T19:10:54Z | |
dc.date.available | 2021-03-18T19:10:54Z | |
dc.date.issued | 2020-07-05 | |
dc.identifier.citation | https://www.tandfonline.com/doi/full/10.1080/00222895.2020.1782825 | |
dc.identifier.issn | 1940-1027 | |
dc.identifier.uri | https://hdl.handle.net/10669/83102 | |
dc.description.abstract | 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. | es_ES |
dc.language.iso | eng | es_ES |
dc.source | Journal of Motor Behavior, 1-14 | es_ES |
dc.subject | motor learning | es_ES |
dc.subject | motor competence | es_ES |
dc.subject | motor performance | es_ES |
dc.subject | augmented feedback | es_ES |
dc.title | Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study | es_ES |
dc.type | artículo original | |
dc.identifier.doi | https://doi.org/10.1080/00222895.2020.1782825 | |
dc.description.procedence | UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Centro de Investigación en Ciencias del Movimiento Humano (CIMOHU) | es_ES |
dc.identifier.codproyecto | 838-B8-A33 | |