Effects of Performance-based Feedback Scheduling on Motor Performance and Learning: Extension of Self-controlled and Bandwidth Feedback

• Main Authors: Tsai, Min-jen, 蔡銘仁
• Other Authors: Hank, Junling Jwo
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/7k9mn3

博士 === 國立臺灣師範大學 === 體育學系 === 104 === This study was designed to examine effects of motor performance and learning, based on performance-based feedback schedules. In experiment 1, by extending the findings of self-controlled feedback, feedback was provided while learners made wrong judgment of error direction in a non-self-controlled condition, which examined the effect of motor learning. Experiment 2 examined the effects of motor performance and learning by adding bandwidth feedback in self-controlled context. Both of two experiments of the present study recruited twenty-four adults as participants respectively (Experiment 1: 16 males, 8 females, mean age: 24.6 ± 2.2 yrs.; Experiment 2: 18 males, 6 females, mean age: 23.7 ± 1.9 yrs.). The two experiments adopted a force control puck-shuffling movement as experimental task. The results revealed that providing feedback for trials that learners made wrong judgment of error direction did not result in the effects of motor performance and learning in a non-self-controlled feedback condition. Combining bandwidth feedback in self-controlled condition resulted in motor learning benefits in stability. The actual motor performance and subjectively estimated motor performance of trials that learners could not correctly judge the direction of error was more accurate than the trials that learners made judgment correctly; The motor performance of trials that learners requested feedback was more accurate than the ones that they did not request in self-controlled condition. Learners might adopted self-regulated learning strategies to cope the constraints they suffered in learning process. By comparing the subjective error and objective error of motor performance, the results indicated that learners tended to over-estimated their performance.