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Effects of Physical Guidance and Knowledge of Results on Motor Learning: Support for the Guidance Hypothesis
- Source :
- Research Quarterly for Exercise and Sport. 65:316-323
- Publication Year :
- 1994
- Publisher :
- Informa UK Limited, 1994.
-
Abstract
- The guidance hypothesis (Schmidt, 1991) predicts that the guiding properties of augmented feedback are beneficial for motor learning when used to reduce error, but detrimental when relied upon. Therefore, a heavily guiding form of feedback might be detrimental for learning. In addition, the guidance hypothesis predicts that practice with a high relative frequency of augmented feedback would be detrimental for learning. An experiment is described that crossed two forms of feedback with two levels of relative frequency. Subjects practiced movements to a target with either physical guidance or knowledge of results, and with either a high or faded relative frequency. The high frequency physical guidance condition resulted in the poorest retention, and both high frequency feedback conditions resulted in the least accuracy in transfer. These results provide support for the guidance hypothesis and suggest consideration of the combined effects on learning of the type and relative frequency of augmented feedback and acquisition-test conditions.
- Subjects :
- Adult
Male
Transfer, Psychology
Physical Therapy, Sports Therapy and Rehabilitation
Frequency
Feedback
Knowledge of results
Humans
Learning
Orthopedics and Sports Medicine
Motor skill
Analysis of Variance
Communication
Data display
business.industry
Retention, Psychology
General Medicine
Motor Skills
Practice, Psychological
Nephrology
Augmented feedback
Data Display
Female
Motor learning
business
Psychology
Knowledge of Results, Psychological
Psychomotor Performance
Cognitive psychology
Subjects
Details
- ISSN :
- 21683824 and 02701367
- Volume :
- 65
- Database :
- OpenAIRE
- Journal :
- Research Quarterly for Exercise and Sport
- Accession number :
- edsair.doi.dedup.....4a282f18af3cda6a88f0aabca2d3ca63