The Factors Research On The Self-controlled Feedback Effects In Motor Skill Learning

Most of the experiments used additional information is implemented under the guider provided training program in the law of motor learning, such as prescribed feedback frequency, feedback timing, feedback forms and so on. Instructor almost controlled the entire feedback process during practice, and learners have been in a passive state. In the actual situation, this prescribed training schedule seriously damaged the enthusiasm of practitioners.Janelle et al (1995,1997) studies have shown that an effective way to improve the feedback is to allow learners to decide when to accept feedback, that is, self-control feedback. However, self-controlled feedback is not always effective in skill learning, it is affected by many situational factors and constraints, and change with the specific characters of the situation.Therefore, the article from the task (task complexity), individuals (age) situational factors starting,with teaching experiment of serving in Table Tennis to test the difficulty index of different tasks and age on the effect of self-controlled feedback learning, and to further explore the mechanism of self-controlled feedback. The results showed that:(a) Task difficulty is an important variable to distinguish self-controlled feedback effect, compared to the simple task, self control complex task is more advantageous to skill learning.(b) The delay effect of self-controlled feedback is due to the hostile effect between cognitive processes and motivation effects in the practice stage.(c) Adult self-controlled feedback learning effect is better than children.(d) For children, the low frequency of self-controlled feedback is still conducive to skill learning.