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• W4214725672 startingPage "102165" @default.
• W4214725672 abstract "A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis ( k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking. • The evidence does not indicate a significant effect of reduced relative feedback frequency on motor learning or performance. • The effect of reduced relative feedback frequency does not appear to change significantly from acquisition to retention. • There is evidence of substantial heterogeneity in the literature although the source remains unaccounted for. • The studies reviewed in this meta-analysis appear to be severely underpowered. • The guidance hypothesis is not supported by the extant research." @default.
• W4214725672 created "2022-03-02" @default.
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• W4214725672 date "2022-07-01" @default.
• W4214725672 modified "2023-09-29" @default.
• W4214725672 title "Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance" @default.
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• W4214725672 doi "https://doi.org/10.1016/j.psychsport.2022.102165" @default.
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