Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance |
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| Affiliation: | 1. School of Human Kinetics, University of Ottawa, Canada;2. Department of Kinesiology, McMaster University, Canada;1. Department for Life Quality Studies, University of Bologna, Italy;2. Department of Teaching and Learning, Florida International University, USA;3. Department of Psychology, University of Bologna, Italy;1. Queen’s University, Kingston, Ontario, Canada;2. University of Wollongong, New South Wales, Australia;3. Nipissing University, North Bay, Ontario, Canada;4. University of Georgia, Athens, GA, USA;5. Western University, London, Ontario, Canada;6. University of Birmingham, Birmingham, United Kingdom;1. Institute of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, D-60323, Frankfurt Am Main, Germany;2. TSG ResearchLab gGmbH, Horrenberger Straße 58, D-74939, Zuzenhausen, Germany;3. Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, D-76131, Karlsruhe, Germany;4. Institute of Psychology, Saarland University, Saarbrücken Campus, D-66123, Saarbrücken, Germany;5. Institute of Sport Sciences, Goethe University Frankfurt, Ginnheimer Landstraße 39, D-60487, Frankfurt Am Main, Germany;1. University of Toronto, Canada;2. University of Waterloo, Canada;3. The Pennsylvania State University, United States |
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| Abstract: | A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking. |
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| Keywords: | Feedback frequency Knowledge of results Knowledge of performance Guidance hypothesis Performance-learning distinction Motor learning Meta-analysis |
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