Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis
Abstract
:1. Introduction
2. Methods
2.1. Eligibility Criteria
2.2. Search Strategy
2.3. Data Extraction
2.4. Risk of Bias Assessment
2.5. Quality of Evidence Assessment
2.6. Reliability of the Selection of Included Studies
2.7. Statistical Analysis
3. Results
3.1. Studies Selection
3.2. Study Characteristics
3.3. Risk of Bias Assessment
3.4. Methodological Quality
3.5. Publication Bias
3.6. Primary Outcomes
4. Discussion
5. Limitations
6. What Does this Article Add?
7. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Database | Outcomes | Search String |
---|---|---|
Scopus | 2075 | (TITLE-ABS-KEY(“feedback” OR “augmented feedback” OR “external feedback” OR “extrinsic feedback” OR “feedback frequency” OR “visual feedback” OR “verbal feedback” OR “knowledge of result” OR “knowledge of performance” OR “KR” OR “KP”) AND TITLE-ABS-KEY(“motor skill” OR “sports skill” OR “athletic skill” OR “moment skill” OR “motor performance” OR “motor learning” OR “skill learning” OR “skill acquisition” OR “skill training”) AND TITLE-ABS-KEY(“physical education” OR “school sports” OR “PE” OR “student*” OR “college*” OR “universit*” OR “school” OR “class*” OR “lesson*” OR “curricul*” OR “instruct*”)) AND (LIMIT-TO(DOCTYPE, “ar”)) AND (LIMIT-TO (LANGUAGE, “English”)) |
Web of Science | 836 | Results for ((TS = (“feedback” OR “augmented feedback” OR “external feedback” OR “extrinsic feedback” OR “feedback frequency” OR “visual feedback” OR “verbal feedback” OR “knowledge of result” OR “knowledge of performance” OR “KR” OR “KP”)) AND TS = (“motor skill” OR “sports skill” OR “athletic skill” OR “moment skill” OR “motor performance” OR “motor learning” OR “skill learning” OR “skill acquisition” OR “skill training”)) AND TS = (“physical education” OR “school sports” OR “PE” OR “student*” OR “college*” OR “universit*” OR “school” OR “class*” OR “lesson*” OR “curricul*” OR “instruct*”) and Article or Early Access (Document Types) and English (Languages) |
EBSCOHost | 49 | SU (“feedback” OR “augmented feedback” OR “external feedback” OR “extrinsic feedback” OR “feedback frequency” OR “visual feedback” OR “verbal feedback” OR “knowledge of result” OR “knowledge of performance” OR “KR” OR “KP”) AND SU (“motor skill” OR “sports skill” OR “athletic skill” OR “moment skill” OR “motor performance” OR “motor learning” OR “skill learning” OR “skill acquisition” OR “skill training”) AND SU (“physical education” OR “school sports” OR “PE” OR “student*” OR “college*” OR “universit*” OR “school” OR “class*” OR “lesson*” OR “curricul*” OR “instruct*”) in Title, Abstract, Keywords. Limiters: English, Peer Reviewed Academic Journal |
Study | Participants | Motor Skills | Task Complexity | Intervention Length | Feedback Format | Feedback Content | Feedback Schedule | Main Results | |||
---|---|---|---|---|---|---|---|---|---|---|---|
Sample Type | Sample Size | Mean Age | Skill Level | ||||||||
Bell (1970) [35] | University students | 30 EG: 16, CG: 14 | NA | Novice | Handball toss | Simple | 4 weeks | EG: Visual-SM, CG: Verbal | Corrective | NA | 1:EG↑, CG→ 2:EG = CG |
Miller (1988) [36] | University students | 55 EG1: 17, EG2: 19, CG: 19 | NA | Novice | Tennis drive | Complex | 1200 min | EG1: Visual-SM + verbal, EG2: Visual-EM + verbal, CG: verbal | NA | TR | 1: EG1, 2→, CG→ 2: EG1 = EG2 = CG |
Hebert (1994) [37] | University students | 48 EG1: 12, EG2: 12, EG3: 12, CG: 12 | 20.92 ± 2.68 y | Novice | Tennis forehand volley | Complex | 5 blocks, 50 trails | EG1: Verbal, EG2: Visual, EG3: Verbal + Visual, CG: no | Corrective + evaluative | TR | 1: EG3 ↑ > EG1,2↑, 2: EGs > CG |
Fredenburg (2001) [38] | Elementary school students | 103 EG1: 20, EG2: 30, EG3: 31, CG: 22 | NA | Novice | Cup-stacking skills | Simple and complex | 4 days | EG1: Verbal-EV, EG2: Verbal-IN, EG3: Verbal-EV+IN, CG: no | Evaluative (EV) + information (IN) | TR | Sample task: EG1,2,3 = CG, complex task: EG2 > EG 3 > EG1 > CG |
Zetou (2002) [39] | Elementary school students | 116 EG: 52, CG: 64 | 11.7 ± 0.5 y | Novice | Volleyball serve and set | Simple and complex | 8 weeks | EG: Visual-EM + verbal, CG: Visual-SM + verbal | Information | TR | 1:EG↑, CG↑ 2:EG > CG |
Barzouka (2007) [21] | High school students | 53 EG1: 18, EG2: 16 CG: 19 | 13.1 ± 0.9 y | Novice | Volleyball, reception | Complex | 6 weeks | EG1: Visual-EM + verbal, EG2: Visual- SM+EM + verbal, CG: verbal | Corrective | TR | 1: EG1, EG2, CG ↑, 2: EG1 = EG2 = CG |
Milanese (2008) [40] | High school students | 30 EG1: 10, EG2: 10, CG: 10 | 13 y | NA | Standing long jump | Simple | 3 weeks | EG1: Verbal-error, EG2: Verbal-CO, CG: no | Corrective (CO) | TR | 1: EG1, EG2,↑, 2: EG1 > EG2, CG |
Cohen (2012) [41] | Elementary school students | 97 EG: 48, CG: 49 | 8.78 ± 4.76 y | Novice | Tennis ball overhand throw | Simple | 1 week | EG: Verbal-EV+CO, CG: Verbal-EV | Evaluative (EV) + corrective (CO) | TR | 1:EG↑, 2:EG > CG |
Giannousi (2017) [42] | University students | 60 EG1: 15, EG2: 16, EG3: 14, CG: 15 | 18.7 ± 1.82 y | Novice | Freestyle swimming | Complex | 7 weeks | EG1: Visual-SM + verbal, EG2: Visual-EM + verbal, EG3: Verbal, CG: no | Corrective | TR | 1: EG1, 2, 3↑, CG→, 2: EG1 > EG2 > EG3 > CG |
Hung (2017) [43] | University students | 225 EG: 118, CG: 107 | NA | NA | Badminton serve, clear | Complex | 5 months | EG: Visual, CG: no | NA | NA | 1: EG↑, 2: EG > CG |
Kretschmann (2017) [44] | Secondary school students | 31 EG: 16, CG: 15 | NA | Experienced | Swimming front crawl | Complex | 7 weeks | EG: Visual-EM, CG: no | Information | TR | 1:EG↑, 2:EG > CG |
García (2019) [17] | University students | 35 EG1: 11, EG2: 12, CG: 12 | 20.26 ± 2.16 y | Novice | Handball throwing | Simple | 3 sets of pitches, total 30 | EG1: Verbal- positive, EG2: Verbal-negative, CG: no | Evaluative | TR | 1: EG1↑, EG2↓, CG↓, 2:EG1 > EG2, CG |
Hermassi (2019) [18] | University students | 20 EG: 10, CG: 10 | EG: 21.8 ± 0.5 y, CG: 22.1 ± 0.2 y | NA | 15, 30 m sprint, T-half, and ZIG-ZAG test | Simple and complex | 8 weeks | EG: Verbal CG: no | Evaluative | TR | 1:EG↑,CG→, 2:EG > CG |
Lin (2021) [19] | University students | 144 EG1: 35, CG1: 45, EG2: 34, CG2: 30 | 19–22 y | Novice | Badminton, EG1: smash, EG2: backhand driving | Complex | 8 weeks | EG1,2: Visual-SM+EM, CG1,2: no | NA | NA | 1:EG↑,CG→ 2:EG1 > CG1, EG2 > CG2 |
Puklavec (2021) [20] | Elementary school students | 75 EG1: 19, EG2: 24, EG3: 14, CG: 18 | 11 ± 0.5 y | Novice | Long jump | Complex | 8 weeks | EG1: Verbal + key error, EG2: Verbal + visual + key error, EG3: Verbal + visual + all error, CG: no | Information | TR | 1:EG3↑, 2:EG3 > EG1, 2, CG |
Results | Number of Studies | SMD, Random 95% CI | p | Z | Quality |
---|---|---|---|---|---|
All studies | 15 [17,18,19,20,21,35,36,37,38,39,40,41,42,43,44] | 0.47 [0.01, 0.93] | 0.04 | 2.02 | High |
Visual feedback | 8 [19,21,35,36,39,42,43,44] | 0.71 [0.14, 1.28] | 0.01 | 2.45 | High |
Verbal feedback | 6 [17,18,20,38,40,41] | −0.09 [−1.01, 0.83] | 0.84 | 0.20 | Low |
Visual + verbal feedback | 6 [20,21,36,37,39,42] | 1.15 [0.26, 2.05] | 0.01 | 2.53 | High |
Visual self-model | 4 [19,35,36,42] | 1.15 [0.00, 2.29] | 0.05 | 1.97 | Moderate |
Visual expert model | 6 [19,21,36,39,42,44] | 0.85 [−0.01, 1.70] | 0.05 | 1.93 | Moderate |
Evaluative feedback | 2 [17,18] | −1.28 [−5.59, 3.04] | 0.56 | 0.58 | Low |
Corrective feedback | 4 [21,35,40,42] | 1.49 [−0.02, 3.00] | 0.05 | 1.94 | Moderate |
Informative feedback | 3 [20,39,44] | 0.64 [−0.41, 1.70] | 0.23 | 1.19 | Low |
TR Feedback | 12 [17,20,21,35,36,37,38,39,40,41,42,44] | 0.74 [0.18, 1.30] | 0.01 | 2.57 | Moderate |
Complex motor skills | 8 [19,20,21,36,37,42,43,44] | 0.62 [0.10, 1.13] | 0.02 | 2.34 | Moderate |
Simple motor skills | 4 [17,35,40,41] | 0.73 [0.22, 1.24] | 0.005 | 2.81 | Moderate |
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Han, Y.; Syed Ali, S.K.B.; Ji, L. Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis. Int. J. Environ. Res. Public Health 2022, 19, 15361. https://doi.org/10.3390/ijerph192215361
Han Y, Syed Ali SKB, Ji L. Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis. International Journal of Environmental Research and Public Health. 2022; 19(22):15361. https://doi.org/10.3390/ijerph192215361
Chicago/Turabian StyleHan, Yankun, Syed Kamaruzaman Bin Syed Ali, and Lifu Ji. 2022. "Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis" International Journal of Environmental Research and Public Health 19, no. 22: 15361. https://doi.org/10.3390/ijerph192215361