Effects of self-controlled feedback on the squat
SubjectPhysical fitness -- Testing.; Exercise -- Testing.; Physical fitness -- Evaluation.; Exercise -- Evaluation.; Ability -- Testing.; Physical education and training.
The purpose of the present study was to compare motor skill acquisition between two learning environments; an environment in which learners determined the type of feedback they received, and one which was controlled by the researcher. Fourteen female and 10 male college aged participants were randomly divided into 2 groups. Participants practiced the squat on two different days. One group was permitted to choose the type of feedback (video feedback or verbal feedback) they would receive following each feedback trial, while the other was not. They were tested at various times (initial test, mid test, post test, retention test) in order to determine the degree of their improvements in squatting form. The main finding of the study was that while both groups improved throughout the course of the study, there were no group differences on any of the four tests. It was concluded that allowing learners to determine the type of feedback they received as they learned the squat did not benefit them significantly more than not giving them control over feedback type.
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