Artigo de periodico

Learning benefits of self-controlled knowledge of results in 10-year-old children (2008)

• Authors:
  • Chiviacowsky, Suzete
  • Wulf, Gabriele
  • Medeiros, Franklin Laroque de
  • Kaefer, Angelica
  • Tani, Go
• Autor USP: TANI, GO - EEFE
• Unidade: EEFE
• Subjects: APRENDIZAGEM MOTORA; CONTROLE MOTOR
• Language: Inglês
• Abstract: Self-controlled knowledge of results (KR) refers to a type of KR in which the learner actively chooses when to receive information about the outcome of his or her performance. That is, the learner is required to make a decision about whether or not he or she wants to receive KR after a trial. This approach differs from that used in most KR studies, in which the experimenter controis the frequency and schedule of KR delivery. Studies on self-efficacy perception (Bandura, 1977, 1993), strategies of self-regulated learning (Chen & Singer, 1992; Zimmerman & Ponz, 1986), and academic learning (Winne, 1995) have shown that learners' ability to use cognitive or behavioral strategies in a self-controlled practice context enhances their performance and learning. In the motor learning area, Janelle and collaborators (Janelle, Kim, & Singer, 1995; Janelle, Barba, Frehlich, Tennant, & Cauraugh, 1997) were the first to adopt this approach by examining the effectiveness of self-controlled KR schedules. Using a novel throwing task, Janelle et al. (1997) allowed one group of learners to decide when to receive feedback about movement form (continua)) The self-control group showed clear learning advantages compared to those in the yoked group, in which each participant was yoked to one in the self-control group with regard to when KR was or was not provided. Although the feedback schedule was identical for both groups, providing learners the opportunity to decidewhen they wanted to receive feedback was more beneficial than externally controlled (yoked) feedback. The self-control group also showed superior learning compared to other groups with experimenter-controlled feedback schedules (e.g., summary KR). Learning benefits have also been found for other types of self-controlled practice, such as using assistive devices (i.e., ski poles) in learning a ski simulator task (Wulf, Clauss, Shea, & Whitacre, 2001; Wulf & Toole, 1999) and observational practice for learning basketball free-throw shooting (Wulf, Raupach, & Pfeiffer, 2005.
• Imprenta:
  • Publisher place: Washington
  • Date published: 2008
• Source:
  • Título: Research Quarterly for Exercise and Sport
  • Volume/Número/Paginação/Ano: v.79 ,n.3,p.p. 405-410,set. 2008


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How to cite

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• ABNT

  CHIVIACOWSKY, Suzete et al. Learning benefits of self-controlled knowledge of results in 10-year-old children. Research Quarterly for Exercise and Sport, v. 79 , n. 3, p. 405-410, 2008Tradução . . Disponível em: http://www.accessmylibrary.com/coms2/summary_0286-35234377_ITM. Acesso em: 06 nov. 2024.

• APA

  Chiviacowsky, S., Wulf, G., Medeiros, F. L. de, Kaefer, A., & Tani, G. (2008). Learning benefits of self-controlled knowledge of results in 10-year-old children. Research Quarterly for Exercise and Sport, 79 (3), 405-410. Recuperado de http://www.accessmylibrary.com/coms2/summary_0286-35234377_ITM

• NLM

  Chiviacowsky S, Wulf G, Medeiros FL de, Kaefer A, Tani G. Learning benefits of self-controlled knowledge of results in 10-year-old children [Internet]. Research Quarterly for Exercise and Sport. 2008 ;79 (3): 405-410.[citado 2024 nov. 06 ] Available from: http://www.accessmylibrary.com/coms2/summary_0286-35234377_ITM

• Vancouver

  Chiviacowsky S, Wulf G, Medeiros FL de, Kaefer A, Tani G. Learning benefits of self-controlled knowledge of results in 10-year-old children [Internet]. Research Quarterly for Exercise and Sport. 2008 ;79 (3): 405-410.[citado 2024 nov. 06 ] Available from: http://www.accessmylibrary.com/coms2/summary_0286-35234377_ITM

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