Sage Journals: Discover world-class research

Abstract

The goal was to examine the effect of changing knowledge-of-results bandwidth based on a participant's stable performance during acquisition of a timing skill. 36 university students experienced one of three conditions: (1) 100% KR condition during which information on errors was provided after each trial during practice, (2) fluctuation-of-range condition, wherein KR bandwidth was based on standard deviation of five trials, and (3) 10% KR bandwidth condition (10%), wherein the KR bandwidth was 810–990 msec. Variable error in the fluctuation-of-range condition at posttest and retention was significantly smaller than that with the 100% KR. Conditions in which range of KR was allowed to fluctuate were more effective for stabilizing performance.

Get full access to this article

View all access options for this article.

References

Butler

M. S.

Reeve

T. G.

Fischman

M. G.

(1996) Effects of the instructional set in the bandwidth feedback paradigm on motor skill acquisition. Research Quarterly for Exercise and Sport, 67, 355–359.

Goodwin

J. E.

Meeuwsen

H. J.

(1995) Using bandwidth knowledge of results to alter relative frequencies during motor skill acquisition. Research Quarterly for Exercise and Sport, 66, 99–104.

Ishikura

(2009) [The effects of presentation of the knowledge of results by bandwidth method on acquisition of timing skill: The validity of the bandwidth method based on the stability of the results.] [Doshisha Journal of Health & Sports Science], 1, 39–44. [in Japanese]

Lee

T. D.

Carnahan

(1990) Bandwidth knowledge of results and motor learning: More than just a relative frequency effect. The Quarterly Journal of Experimental Psychology, 42A, 777–789.

Magill

R. A.

(2007) Motor learning and control: Concepts and applications. (8th ed.) New York: McGraw-Hill.

Salmoni

A. W.

Schmidt

R. A.

Walter

C. B.

(1984) Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355–386.

Schmidt

R. A.

(1991a) Frequent augmented feedback can degrade learning: Evidence and interpretations. In Requin

Stelmach

G. E.

(Eds.), Tutorials in motor neuroscience. Dordrecht, The Netherlands: Kluwer, Pp. 59–75.

Schmidt

R. A.

(1991b) Motor learning and performance. Champaign, IL: Human Kinetics.

Schmidt

R. A.

Lee

T. D.

(2005) Motor control and learning: Behavioral emphasis. (4th ed.) Champaign, IL: Human Kinetics.

10.

Wright

D. L.

Smith-Munyon

V. L.

Sidaway

(1997) How close is too close for precise knowledge of results? Research Quarterly for Exercise and Sport, 68, 172–176.

The Use of Knowledge of Results Based on the Stability of Performance during Acquisition of Timing Skill: A Validity Study

Abstract

Get full access to this article

References