Associations among Motor Competence, Physical Activity, Perceived Motor Competence, and Aerobic Fitness in 10-15-Year-Old Youth.

(1) Background: The developmental model describes possible mechanisms that could impact the trajectory of children and adolescents' health behaviors related to obesity; however, few data are available that support this model in the adolescent population. This study investigated the associations among motor competence (MC), moderate-to-vigorous physical activity (MVPA), perceived motor competence (PMC), and aerobic fitness in children and adolescents and the mediating and moderating effects of PMC, aerobic fitness, and weight status on the MC-MVPA relationship. (2) Methods: Participants included 47 adolescents (12.2 ± 1.6 y; 55% male) who completed the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (MC), Harter's perceived self-competency questionnaire (PMC), and the PACER test (aerobic fitness) and whose MVPA was measured via accelerometry. The body mass index (BMI) was calculated from measured height and weight. (3) Results: There were positive correlations between MC and fitness [rs(47) = 0.469, p < 0.01], PMC and fitness [rs(47) = 0.682, p < 0.01], and PMC and MC [rs(47) = 0.416, p < 0.01]. There were no associations among MVPA and MC, PMC, or fitness (p > 0.05). There were inverse associations between BMI and both MVPA [rs(44) = -0.410, p < 0.01] and fitness [rs(47) = 0.295, p < 0.05]. The association between MC and MVPA was mediated by fitness (ß = 0.3984; 95% CI (0.0564-0.7985)). (4) Conclusions: The associations among MC, PMC, and fitness highlight the critical role of MC in health and partially support the proposed developmental model concerning the relationships that exist among MC, MVPA, PMC, fitness, and BMI.

Reduction of Feedback Availability Limits Self-Control Effects.

A growing body of research has demonstrated that providing learners with self-control over aspects of the learning environment facilitates the learning of a motor skill. In applied group settings, however, the provision of feedback is at times constrained by factors such as instructor availability. The purpose of the present study, therefore, was to examine how learners ostensibly provided self-control over feedback responded when the actual availability of feedback was constrained by a predetermined schedule of a virtual coach's availability to provide feedback. Participants were divided into four feedback groups and completed 72 practice trials of a sequential key-pressing task, with three different goal movement times (900, 1,200, 1,500 ms). The KR100 group received knowledge of results (KR) after every practice trial. The KR50 group received KR on an evenly distributed quasi-randomly determined schedule after 50% of the trials. The SC group had the opportunity to request KR after every trial, but KR was only available for 50% of practice trials according to the same schedule used for the KR50 group. The YK (i.e., yoked) group received KR according to the schedule of KR received by counterparts in the SC group. Approximately 24 h after acquisition, each participant returned to complete retention and transfer tests. The retention test consisted of 15 no-KR trials of the acquisition tasks (five trials for each goal time-900, 1,200, 1,500 ms). The transfer test consisted of 15 no-KR trials with new time goals (1,300, 1,600, 1,900 ms). Results revealed a significantly lower absolute constant error (ACE) score for the SC group during transfer (p < 0.05), suggesting that SC effects can occur in a reduced feedback availability environment. Other measures, however, failed to show significant advantages for the SC group during any phase of the study suggesting that effects were not as robust as previous research has indicated. The results also provided some indication that perceived scarcity might have played a role in elevating the number of feedback requests in response to the reduced autonomy environment.

Effects of an expert-modeled attentional focus cue structure on skilled jump rope performance and learning.

Instructions that direct attention externally have been shown to enhance motor performance. However, research on skilled performers and on learning effects has produced some distinct findings. Further, many studies have presented an overly simplistic view of attention and learning, such that all-internal focus protocols are contrasted with all-external focus protocols. Contrary to this approach, skilled performers have reported adopting combined focus strategies, revealing the need to test more realistic instructional protocols. The current study provided an experimental test of focus instructions that were modeled after the strategies of elite jump rope athletes. Four groups of skilled jump rope athletes practiced novel skills under various focus instructions. The internal focus (IF) and external focus (EF) groups were given traditional internal and external focus instructions, respectively. The expert modeled (EM) group was given a set of instructions that were based on experts' reported focus strategies. The expert modeled-autonomous (EM-A) group was allowed to choose how they used each of the expert-modeled instructions. All groups completed a baseline assessment, four practice sessions, and a learning assessment. Results of a chi-square test of independence revealed no relationship between group assignment and performance during baseline or practice. There was a significant relationship between group assignment and performance during the learning assessment (p < .05). Specifically, the IF group performed below expected values while the EM group performed better than expected. Findings support previous research showing learning detriments associated with internal focus instructions and also provide new insight into the advantages of using instructional approaches that are modeled after experts' strategies. Implications and suggestions for future research are discussed.

Cognitive Loading During and After Continuous Task Execution Alters the Effects of Self-Controlled Knowledge of Results.

Previous research has repeatedly demonstrated that providing learners with self-control (SC) over their feedback schedules enhances motor skill learning. Increased information processing under SC conditions has been shown to contribute to these benefits. However, the timing of critical information processing for SC participants during the acquisition of continuous tasks is unknown. The present study was designed to enhance clarity related to this issue. Participants learned a continuous tracing task under SC or yoked (YK) conditions. Groups of participants also completed a secondary cognitive load task either during or after the execution of each primary task trial. Results showed enhanced learning for SC compared to YK participants who did not complete the cognitive load task. However, this benefit was eliminated for SC participants who completed the cognitive load task either during or after the primary task. These findings suggest that effective information processing both during and after continuous task execution is critical for reaping the benefits of self-controlled practice. Further interpretations and implications of these findings as well as suggestions for future research are discussed.

The effects of attentional focus in the preparation and execution of a standing long jump.

Attentional focus research suggests an external focus leads to improved motor performance compared to an internal focus (Wulf in Int Rev Sport Exerc Psychol 6:77-104, 2013), but skilled athletes often report using an internal focus (Fairbrother et al., Front Psychol 7:1028, 2016) and sometimes shifting between different foci in the preparation and execution phases of performance (Bernier et al. in J Appl Sport Psychol 23:326-341, 2011; Bernier et al. in Sport Psychol 30:256-266, 2016). To date, focus shifts have been unexplored in experimental research, thus the purpose of this study was to determine the effect of shifting focus between the preparation and execution phases of a standing long jump. Participants (N = 29) completed two jumps in a control condition (CON), followed by two jumps in four experimental conditions presented in a counterbalanced order. Conditions included using an external focus (EF) and internal focus (IF) in both preparation and execution of the skill, as well as shifting from an internal focus in preparation to an external focus in execution (ITE), and an external focus in preparation to an internal focus in execution (ETI). Jump distance was analyzed with a repeated measures ANOVA. The main effect of condition was significant, p < .001, with EF producing longer jumps than all other conditions (p's < 0.05). ITE also generated farther jumps than IF and CON (p's < 0.05). The superiority of the EF and ITE conditions suggests that the focus employed in execution has the strongest impact on performance. Additionally, if an internal focus must be used in preparation, the performance decrement can be ameliorated by shifting to an external focus during execution.

Self-controlled amount and pacing of practice facilitate learning of a sequential timing task.

Allowing learners to control the number of practice trials has been shown to facilitate motor learning (Lessa & Chiviacowsky, 2015; Post et al., 2011; 2014). However, it is uncertain the extent to which prior findings were influenced by the combined effects of allowing participants to control both the pacing- and amount-of-practice. The present study examined the independent effects of self-controlled amount- and pacing-of-practice on learning a sequential timing task. Participants were assigned to a self-controlled-amount-of-practice (SCA), self-controlled-pacing-of-practice (SCP), yoked-amount-of-practice (YKA), or a yoked-pacing-of-practice (YKP) group. Participants completed acquisition, immediate retention/transfer and delayed retention/transfer. During acquisition, SCA controlled the number of acquisition blocks completed with a fixed inter-trial interval while SCP controlled the inter-trial interval with a fixed number of blocks. Yoked groups were matched to a self-control counterpart so the amount (YKA) and pacing (YKP) were equivalent. Self-control groups demonstrated lower absolute constant error during immediate-retention and lower absolute constant error and variable error during delayed retention (p < .05). For intrinsic motivation, SCA scored significantly higher than SCP for the subscale Interest/Enjoyment (p < .05). Findings indicated that self-control, regardless of type, facilitated motor learning. Further work is needed to continue to examine the relationship between controlling the amount and pacing of practice on skill acquisition.

Seeing Is Believing: Blind Putting Drills Confer No Advantage to the Novice Golfer.

Purpose: Golf coaches may recommend "blind" putting drills in which golfers close their eyes to improve their feel. Research on specificity of learning suggests, however, that adding or removing a source of sensory information after practicing under differing circumstances can cause performance decrements. Specificity of learning is also dependent upon specific task requirements. The purpose of this study was to examine whether golf putting, requiring body positioning and aiming an implement, would benefit from blind training. Method: Novice golfers (n = 24) in Vision Training (VT) & No-Vision Training (NVT) groups completed 108 trials of a 10-ft putt. After a 24-hr delay, both groups completed sighted- and blind-putting tests. Results: Acquisition results revealed Group × Block interactions in RE (p = .025) and y-VE (p = .032). Post hoc procedures revealed significant differences between the groups on Block 2 (p = .017), with the NVT group producing longer mean RE. During testing, RE and x-VE results revealed Group × Test interactions (p = .027 & .041), such that performance of the VT group suffered when transferred to blind putting, while performance of the NVT group did not differ when transferred. Conclusion: NVT did not confer any advantage for subsequent performance with vision. Moreover, results were not consistent with the specificity of learning hypothesis and suggest that putting does not rely on complete sensory integration to support subsequent performance. Presumably, task requirements related to body positioning provided adequate sensory cues for successful performance.

Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results.

Previous research has demonstrated that providing learners with self-control over some aspect of practice enhances motor learning (for a review see Wulf, 2007). One explanation for the self-control effect is that learners engage in deeper information processing when they are allowed to make choices during practice. Recent research has supported this line of thinking by showing that the self-control effect was eliminated for learners who engaged in a cognitive load task during the interval following completion of discrete task trials (Carter & Ste-Marie, 2017). The current study tested the effects of imposing a cognitive load task during the completion of continuous task trials. Participants (N = 48) were divided into self-control (SC), self-control with load (SCL), and two corresponding yoked (YK, YKL) groups. Participants learned a continuous tracing task and then performed 24-hour retention and transfer tests. Retention and transfer test movement times were significantly faster for SC compared to YK participants within the No Load condition but did not differ between these participants within the Load condition. Errors were similar among all groups in retention and transfer. These results provide support for the importance of information processing in regards to the self-controlled learning benefit.

An Examination of the Deliberate Practice Framework in Quad Rugby.

The deliberate practice framework was forwarded to account for the characteristics and developmental experiences of individuals who have acquired exceptional performance in any domain. This framework proposed that experts undergo an extensive acquisition period involving the accumulation of thousands of hours of deliberate practice while overcoming various constraints that serve as functional barriers to the achievement of expertise. Although the deliberate practice framework has been examined in the context of a range of domains, disability sport remains relatively unstudied. The purpose of this study was, therefore, to examine expert disability sport athletes to determine how well their experiences and characteristics were captured by the deliberate practice framework. Quad rugby players were asked to complete a two-part survey to report their recall of the amount of time spent in individual and team practice activities, quad rugby related activities, and daily life activities at the start of their careers and every 2 years since. These activities were then rated with respect to relevance to improving performance, effort and concentration required, and enjoyment of participation. Findings revealed that quad rugby athletes engaged in similar amounts of practice throughout their career to those observed in superior performers across domains, including musicians and expert performers in the able-bodied sport domain (e.g., M = 8,309 h at 9-10 year career mark). Contrary to the original deliberate practice framework and some of the subsequent examinations in sport, disability sport athletes did not rate the most relevant and effortful activities as either low or high on enjoyment. The unique constraints imposed on disabled athletes may reduce the likelihood that clear differences will emerge when considering affective responses such as enjoyment.

Postural Control Entropy Is Increased When Adopting an External Focus of Attention.

Falls in older adults are a public health challenge due to their influence on well-being and health-care costs. One way to address this challenge is to discover new methods to enhance postural control in older adults so they are better prepared to maintain an upright stance. Older and younger adults (N = 32) performed a static balance task on a force plate with no instructions, internal focus instructions, or external focus instructions. Center of pressure displacement time series were analyzed using sample entropy and standard deviation. Only the external focus condition significantly increased postural control entropy, which was observed across both age groups. This study showed that an external focus of attention can be used to increase postural control entropy within a single session of testing.

Expert and Novice Performers Respond Differently to Attentional Focus Cues for Speed Jump Roping.

Directing attention to an external focus has been shown to facilitate motor performance. For expert performers, however, results have been mixed. Additionally, little is currently known about how focus cues affect the performance of complex continuous whole-body coordination tasks involving object manipulation such as jump roping. The purpose of this study was to examine the effects of attentional focus cues on single-rope speed jumping by experts and novices. The cues directed attention toward the upper (UP) or lower (LB) body and either internally (IN) or externally (EX). Participants (N = 30) completed bouts of speed jumping during a baseline trial and under experimental conditions (UPIN, UPEX, LBIN, LBEX). Jumps and errors were recorded for each trial. Number of jumps (NJ) and errors (NE) were analyzed using separate Friedman's Tests comparing for each group to compare trials, with Wilcoxon Signed-Rank Tests for post hoc comparisons. Cumulative number of jumps (CNJ) and errors (CNE) for each condition were compared using separate Friedman's Tests with Wilcoxon Signed-Rank Tests for post hoc comparisons. For experts, baseline NJ was significantly higher than NJ for each trial under the UPIN, UPEX, and LBIN conditions. No differences between baseline NE and any trials were detected. Additionally, no differences were detected between conditions for NJ or NE. For novices, baseline NJ and NE were significantly higher and lower, respectively, compared to Trial 1 under the LBEX condition. Both the UPIN and UPEX conditions produced higher CNJ and lower CNE than the LBIN and LBEX conditions, respectively. Results showed that experts and novices responded in distinctly different patterns to the four conditions. Experts showed degraded performance under the UPIN, UPEX, and LBIN conditions whereas novices only showed temporarily degraded performance under the LBEX condition. These findings may reflect differences in mastery of whole-body coordination and are partially consistent with the Constrained Action Hypothesis (CAH) despite not supporting specific predictions related to the benefit of external focus cues.

Wide step width reduces knee abduction moment of obese adults during stair negotiation.

PURPOSE: An increased likelihood of developing obesity-related knee osteoarthritis may be associated with increased peak internal knee abduction moments (KAbM). Increases in step width (SW) may act to reduce this moment. The purpose of this study was to determine the effects of increased SW on knee biomechanics during stair negotiation of healthy-weight and obese participants. METHODS: Participants (24: 10 obese and 14 healthy-weight) used stairs and walked over level ground while walking at their preferred speed in two different SW conditions - preferred and wide (200% preferred). A 2 × 2 (group × condition) mixed model analysis of variance was performed to analyze differences between groups and conditions (p < 0.05). RESULTS: Increased SW increased the loading-response peak knee extension moment during descent and level gait, decreased loading-response KAbMs, knee extension and abduction range of motion (ROM) during ascent, and knee adduction ROM during descent. Increased SW increased loading-response peak mediolateral ground reaction force (GRF), increased peak knee abduction angle during ascent, and decreased peak knee adduction angle during descent and level gait. Obese participants experienced disproportionate changes in loading-response mediolateral GRF, KAbM and peak adduction angle during level walking, and peak knee abduction angle and ROM during ascent. CONCLUSION: Increased SW successfully decreased loading-response peak KAbM. Implications of this finding are that increased SW may decrease medial compartment knee joint loading, decreasing pain and reducing joint deterioration. Increased SW influenced obese and healthy-weight participants differently and should be investigated further.

Self-Reported Responses to Player Profile Questions Show Consistency with the Use of Complex Attentional Strategies by Expert Horseshoe Pitchers.

The advantages on an external focus of attention have been demonstrated for a variety of sport tasks. The constrained action hypothesis (Wulf et al., 2001) argues that focusing externally on the movement effect results in the use of automated processes for movement control. In contrast, focusing internally in an attempt to control the movements of the body disrupts normally automated processes and degrades performance. Research on experts, however, suggests that they may adopt more complex attentional strategies. The present study provided a unique opportunity to examine expert horseshoe players' attentional strategies as indicated by their self-reported responses to questions included in a National Horseshoe Pitchers Association (NHPA) player profile questionnaire. Responses submitted by 83 top NHPA players were examined to determine the frequency of references to the use of internal and external focus points and identify categories related to attentional strategies. Results indicated that the large majority of players reported using focus points that are consistent with an external focus of attention and that their thoughts corresponded to one or more categories related to technique, mental focus or concentration, general success, use of external focus cues, and emotional control. The findings are consistent with the view that experts may adopt complex attentional strategies that encompass both an external focus and thoughts about a variety of other performance related factors.

Self-control over combined video feedback and modeling facilitates motor learning.

Allowing learners to control the video presentation of knowledge of performance (KP) or an expert model during practice has been shown to facilitate motor learning (Aiken, Fairbrother, & Post, 2012; Wulf, Raupach, & Pfeiffer, 2005). Split-screen replay features now allow for the simultaneous presentation of these modes of instructional support. It is uncertain, however, if such a combination incorporated into a self-control protocol would yield similar benefits seen in earlier self-control studies. Therefore, the purpose of the present study was to examine the effects of self-controlled split-screen replay on the learning of a golf chip shot. Participants completed 60 practice trials, three administrations of the Intrinsic Motivation Inventory, and a questionnaire on day one. Retention and transfer tests and a final motivation inventory were completed on day two. Results revealed significantly higher form and accuracy scores for the self-control group during transfer. The self-control group also had significantly higher scores on the perceived competence subscale, reported requesting feedback mostly after perceived poor trials, and recalled a greater number of critical task features compared to the yoked group. The findings for the performance measures were consistent with previous self-control research.

CONTEXTUAL INTERFERENCE AND INTROVERSION/EXTRAVERSION IN MOTOR LEARNING.

The Introversion/Extraversion dimension may interact with contextual interference, as random and blocked practice schedules imply distinct levels of variation. This study investigated the effect of different practice schedules in the acquisition of a motor skill in extraverts and introverts. Forty male undergraduate students (M = 24.3 yr., SD = 5.6) were classified as extraverts (n = 20) and introverts (n = 20) by the Eysenck Personality Questionnaire and allocated in one of two practice schedules with different levels of contextual interference: blocked (low contextual interference) and random (high contextual interference). Half of each group was assigned to a blocked practice schedule, and the other half was assigned to a random practice schedule. The design had two phases: acquisition and transfer (5 min. and 24 hr.). The participants learned variations of a sequential timing keypressing task. Each variation required the same sequence but different timing; three variations were used in acquisition, and one variation of intermediate length was used in transfer. Results for absolute error and overall timing error (root mean square error) indicated that the contextual interference effect was more pronounced for introverts. In addition, introverts who practiced according to the blocked schedule committed more errors during the 24-hr. transfer, suggesting that introverts did not appear to be challenged by a low contextual interference practice schedule.

Self-control behaviors during the learning of a cascade juggling task.

This study examined the self-control behaviors of participants learning a 3-ball cascade juggle. Participants chose when they would receive one of four types of instructional assistance: (a) instructions; (b) video demonstration; (c) knowledge of performance (KP); and (d) knowledge of results (KR). Juggling proficiency was divided into three categories based on catches per attempt during retention and transfer testing. In general, participants decreased their requests for instructions and video demonstration throughout acquisition. For the most proficient performers, requests for KR increased over practice. Post-experimental interviews revealed that participants requested KR after primarily good attempts and KP after both good and bad attempts. Participant-reported reasons for requesting feedback included the confirmation of success (KR) and identification of technique flaws (KP). Overall, the findings suggest that self-control behaviors are more complex than previously demonstrated and that participants use self-control differently depending upon the type of assistance available, individual preferences, and learning needs.

Effects of increased step width on frontal plane knee biomechanics in healthy older adults during stair descent.

BACKGROUND: Peak internal knee abduction moment is a common surrogate variable associated with medial compartment knee loading. Stair descent has been shown to yield a greater peak knee abduction moment compared to level-walking. Changes in step width (SW) may lead to changes in frontal plane lower extremity limb alignment in the frontal plane and alter peak knee abduction moment. The purpose of this study was to investigate the effects of increased SW on frontal plane knee biomechanics during stair descent in healthy older adults. METHODS: Twenty healthy adults were recruited for the study. A motion analysis system was used to obtain three-dimensional lower limb kinematics during testing. An instrumented 3-step staircase with two additional customized wooden steps was used to collect ground reaction forces (GRF) data during stair descent trials. Participants performed five stair descent trials at their self-selected speed using preferred, wide (26% leg length), and wider (39% leg length) SW. RESULTS: The preferred normalized SW in older adults during stair descent was 20% of leg length. Wide and wider SW during stair descent reduced both first and second peak knee adduction angles and abduction moments compared to preferred SW in healthy adults. CONCLUSIONS: Increased SW reduced peak knee adduction angles and abduction moments. The reductions in knee abduction moments may have implications in reducing medial compartment knee loads during stair descent.

The effects of a home-based instructional program aimed at improving frontal plane knee biomechanics during a jump-landing task.

STUDY DESIGN: Randomized controlled trial. OBJECTIVES: To determine the effects of instruction to improve frontal plane knee biomechanics during a jump-landing task. BACKGROUND: Technique training is a common component of knee injury-prevention programs. In developing programs that minimize time commitment and increase the likelihood of adoption by target groups, there is a need to evaluate individual program components. METHODS: A total of 26 female recreational athletes (average age, 21.2 years), who presented with medial knee displacement during a jump-landing task, completed the study protocol. Participants were randomly placed into 1 of 2 groups, an experimental or control group. The experimental group received instructions aimed at improving knee abduction during jump landings. The control group received a sham training. Prior to training, baseline kinematics and kinetics (peak knee abduction angle, peak internal knee adductor moment, knee flexion excursion, peak internal knee extensor moment, and peak vertical ground reaction force) were obtained from participants while performing a basketball rebound task. Immediate (5 minutes postinstruction) and delayed (15-20 minutes postinstruction) retention tests were performed within the instructional session. Two additional retention tests were performed following home-based training (1 and 2 weeks following the initial training). RESULTS: The initial instructional session resulted in greater knee flexion excursion (9°) and a 20% reduction in the peak internal knee adductor moment in the experimental group. Following home-based training, the experimental group continued to exhibit increased knee flexion excursion, along with decreased peak vertical ground reaction forces. No biomechanical changes were observed in the control group for any of the retention tests when compared to baseline. CONCLUSION: The jump-training instructions employed in the current study resulted in kinematic and kinetic changes in the sagittal plane as opposed to the frontal plane. LEVEL OF EVIDENCE: Prevention, level 2b-.

Self-controlled feedback facilitates motor learning in both high and low activity individuals.

The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) feedback conditions, creating four groups: Self-Control-High Activity; Self-Control-Low Activity; Yoked-High Activity; and Yoked-Low Activity. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be "good" trials; those in the YK condition indicated that they would have preferred to receive feedback after "good" trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

The effects of self-controlled video feedback on the learning of the basketball set shot.

Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition phase. The yoked group received feedback according to a schedule created by a SC counterpart. During acquisition participants were also allowed to view written instructional cues at any time. Results revealed that the SC group had significantly higher form scores during the transfer phase and utilized the instructional cues more frequently during acquisition. Post-training questionnaire responses indicated no preference for requesting or receiving feedback following good trials as reported by Chiviacowsky and Wulf (2002, 2005). The nature of the task was such that participants could have assigned both positive and negative evaluations to different aspects of the movement during the same trial. Thus, the lack of preferences along with the similarity in scores for feedback and no-feedback trials may simply have reflected this complexity. Importantly, however, the results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing.