Self-Controlled Feedback in Motor Learning: The Effects Depend on the Frequency of Request.

The benefits of allowing learners to control when to receive knowledge of results (KR) compared to a yoked group has been recently challenged and postulated to be mild at best. A potential explanation for such dissident findings is that individuals differentially utilize the autonomy provided by the self-controlled condition, which, in its turn, affects the outcomes. Therefore, the present study investigated the effects of self-controlled KR on motor learning focusing on the frequency of KR requests when performing an anticipatory timing task. Self-controlled groups were created based on participants' KR frequency of request (High, Medium, and Low referring to fifth, third, and first quintile) and, then, Yoked groups were created self-control condition pairing the KR request of the Self-controlled groups. We also measured self-efficacy and processing time as means to verify potential correlates. The results supported the expected interaction. While no difference between self-controlled and yoked groups were found for low frequencies of KR, a moderate amount of KR request was related to better results for the self-controlled group. Nonetheless, the opposite trend was observed for high frequencies of KR; the yoked group was superior to the self-controlled group. The results of this study allow us to conclude that the choices made, and not just the possibility of choosing, seem to define the benefits of KR self-control in motor learning.

Knowledge of Results do not Affect Self-Efficacy and Skill Acquisition on an Anticipatory Timing Task.

The literature provides that self-efficacy increases if individuals receive more information of their success during practice with a consequent increase in learning outcomes. The objective of this study was to test the effects of different knowledge of results (KR) frequencies on self-efficacy and motor learning. Two groups with different KR frequencies performed an anticipatory timing task on two consecutive days. To measure self-efficacy, a questionnaire on participant's efficacy was applied at different times. Both groups increased self-efficacy during practice, but we found no evidence of the effect of performance on self-efficacy and no group and self-efficacy effect on retention. These findings demonstrate that different KR frequencies do not affect the self-efficacy and learning of an anticipatory timing task.

The relation between gross motor coordination and health-related physical fitness through raw and standardized measures from the KTK and Fitnessgram tests

Abstract Aim: The purpose of the current study was to investigate the effects of considering single/ combined and raw/ standardized measures from the Körperkoordinationstest für Kinder (KTK) and Fitnessgram tests on the relation between GMC and HRPF in four age-groups. Method: Participated five-hundred thirty-one children and adolescents (279 boys). The individuals were divided into four groups: 4 to 7, 7 to 9.5, 9.5 to 12, 12 to 15 years of age. We utilized the KTK and Fitnessgram tests to measure, respectively, GMC and HRPF. Bootstrap correlations and χ2 tests were performed for all individuals, and each group controlling for sex. Results: For the raw scores, correlations were around (absolute) r = 0.37, except body composition, with large decreases when controlling for age and sex. For standardized tests, considering either the GMC quotient or GMC categories, correlations were all significant (around r = 0.34). Finally, considering broad categories (apt/non-apt and coordinated/non-coordinated), the association was 0.16. Conclusions: We found clear influences of the measure utilized on the association between GMC and HRPF measures.

Development and Validation of a Checklist to Assess Proficient Performance of Basketball Straight Speed Dribbling Skill.

The aim of this study was to develop and validate a checklist to assess proficient performance of basketball straight speed dribbling skill. The sample was composed of 100 children and adolescents between 7 and 15 years of age with and without structured practice in basketball. The validation process tested the validity domain, decision, tendencies, reliability, responsiveness, and objectivity. The results show that the checklist contains criteria that represent the speed dribbling skill and is sensible to distinguish between different proficiency levels of performance. The results also expressed high reliability and objectivity (intra and inter-rater). In light of the findings, we concluded that the checklist can be used to reliably analyze performance and evaluate the process of learning and development of the straight speed dribbling skill.

Functional vs. Strength training in adults: specific needs define the best intervention.

BACKGROUND/PURPOSE: Studies that have aimed to compare different strategies to improve functional capacity have produced controversial results. Furthermore, such studies have focused solely on dependent individuals. In contrast, the present study aimed to compare traditional training to functional training for independent individuals. The purpose of this study was to compare traditional training to functional training in healthy and independent middle-aged adults (40-60 years old) and elderly subjects (older than 60 years old). METHODS: One hundred and one subjects (54.75 ± 8.84 years) were divided into two groups that each performed 24 sessions of a training protocol twice per week. The subjects were assessed using quantitative (Y-Balance Test) and qualitative methods (Functional Movement Screen™). The individuals were compared by observing changes between pretest and posttest according to their intervention group, sex and age. RESULTS: When the entire sample was considered, the results showed that there were no differences in improvement between the training protocols. However, when specific groups were analyzed, functional training was less effective for women compared to men in the same group (Z=-2.598; p=0.009; effect size=0.43) and compared to women in the conventional group (Z=-2.704; p=0.007; effect size=0.41). CONCLUSIONS: There were no differences between the two protocols in their ability to improve functional capacity as measured by the two chosen outcome measures. However, each subject's condition before the intervention must be considered. Some individuals may require additional basic training or specific training. In the current study, the women may have needed to improve their basic capabilities before practicing more specific training protocols. LEVEL OF EVIDENCE: 2b. This is a pre- and post-intervention analysis using within-group and between-groups comparisons.