Luciana Toaldo Gentilini Avila

Frequent External-Focus Feedback Enhances Motor Learning

The present study examined the hypothesis that feedback inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100%) rather than less frequently. Children (10- to 12-year-olds) practiced a soccer throw-in task and were provided feedback about movement form. The feedback statements, provided either after every (100%) or every third (33%) practice trial, were similar in content but induced either an internal focus (body-movement related) or external focus (movement-effect related). The results demonstrated that learning of the movement form was enhanced by external-focus feedback after every trial (100%) relative to external-focus feedback after every third trial (33%) or internal-focus feedback (100%, 33%), as demonstrated by immediate and delayed transfer tests without feedback. There was no difference between the two internal-focus feedback groups. These findings indicate that the attentional focus induced by feedback is an important factor in determining the effectiveness of different feedback frequencies. We argue that the informational properties of feedback cannot sufficiently account for these and related findings, and suggest that the attentional role of feedback be given greater consideration in future studies.

An External Focus of Attention Enhances Motor Learning in Children with Intellectual Disabilities.

BACKGROUND The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). METHODS Participants (n = 24; average age: 12.2 years) with mild intellectual deficiency (IQ = 51-69) practiced throwing beanbags at a target. In the external focus group, participants were instructed to direct their attention to the movement of the beanbag, while in the internal focus group, participants were asked to direct their attention to the movement of their hand. The practice phase consisted of 40 trials, and attentional focus reminders were given after every third trial. Learning was assessed 1 day later by retention and transfer (greater target distance) tests, each consisting of 10 trials. No focus reminders were given on that day. RESULTS The external focus group demonstrated more effective learning than the internal focus group, as evidenced by more accurate tosses on the transfer test. CONCLUSIONS The present findings show that instructions that induce an external focus of attention can enhance motor learning in children with IDs.

CONTRIBUTOS DA ESTIMULAÇÃO DA RECORDAÇÃO PARA IDENTIFICAR E PROMOVER ESTRATÉGIAS DE AUTORREGULAÇÃO DA APRENDIZAGEM DURANTE O ESTÁGIO EM EDUCAÇÃO FÍSICA

Compreender as potencialidades da tecnica da estimulacao da recordacao na promocao da reflexao de seis estagiarios de um curso de licenciatura em Educacao Fisica sobre o seu desempenho constitui o objetivo deste estudo. Por meio da analise textual discursiva emergiram quatro categorias (planejamento; antecipacao de resultados e previsao de solucao; promocao da autorregulacao da aprendizagem dos aluno; autorreflexao), as quais buscam responder as questoes levantadas no estudo. Os dados sugerem que a utilizacao da estimulacao da recordacao contribuiu para a promocao da autorregulacao da aprendizagem dos estagiarios e para a formulacao de diferentes solucoes frente aos desafios do estagio.

Efeitos do "feedback" autocontrolado na aprendizagem do lançamento da bola da ginástica rítmica

The aim of this study was to investigate the effects of self-controlled frequency of feedback on the learning of ball throwing in rhythmic gymnastics. 24 children, ranging from 7 to 10-years old participated in the study, divided into two groups in relation to the different feedback conditions: self-controlled and externally controlled (yoked). The study consisted of a practice phase and a retention test. The results of a questionnaire showed that the majority of participants of the self-control group requested feedback mainly after good trials, while participants of the yoked group indicated that they had received feedback on the trials they desired. No differences were found regarding performance or learning. We concluded that self-controlled feedback frequencies are as effective as externally controlled feedback frequencies for the learning of rhythmic gymnastics ball throwing in children.