Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule

Research Quarterly for Exercise and Sport

Volumn 70, Issue 3, 1999, Pages 265-272

  Wulf, Gabriele ^a   Toole, Tonya ^b  

^a MAX PLANCK INSTITUTE FOR HUMAN COGNITIVE AND BRAIN SCIENCES   (Germany)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Motor learning; Ski simulator

Indexed keywords

ARTICLE; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; HUMAN; LEARNING; LONG TERM MEMORY; MOTOR PERFORMANCE; RANDOMIZED CONTROLLED TRIAL; SELF HELP; SKIING;

HUMANS; LEARNING; MOTOR SKILLS; RETENTION (PSYCHOLOGY); SELF-HELP DEVICES; SKIING;

EID: 0033191249     PISSN: 02701367     EISSN: 21683824     Source Type: Journal    
DOI: 10.1080/02701367.1999.10608045     Document Type: Article

References (34)

1. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
3. Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100–112.
4. Boyce, B. A. (1992). Effects of assigned versus participant-set goals on skill acquisition and retention of a selected shooting task. Journal of Teaching in Physical Education, 11, 220–234.
5. Burton, D. (1994). Goal setting in sport. In R. N. Singer, M. Murphey, & L. K. Tennant (Eds.), Handbook of research on sport psychology (pp. 467-491). New York: Macmillan.
6. Carver, S., & Scheier, M. R. (1990). Origins and functions of positive and negative affects: A control-process view. Psychological Revieio, 97, 19–35.
7. Chen, D., & Singer, R. N. (1992). Self-regulation and cognitive strategies in sport participation. International Journal of Sport Psychology, 23, 277–300.
8. Ferrari, M. (1996). Observing the observers: Self-regulation in the observational learning of motor skills. Developmental Revieio, 16, 203–240.
9. Glaser, R. (1996). Changing the agency for learning: Acquiring expert performance. In K. A. Ericsson (Ed), The road to excellence (pp. 303-311). Mahwah, NJ: Erlbaum.
10. Hardy, L., & Nelson, D. (1988). Self-regulation training in sport and work. Ergonomics, 31, 1573–1583.
11. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68, 269–279.
12. Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills, 81, 627–634.
13. Kirschenbaum, D. S. (1984). Self-regulation of sport psychology: Nurturing an emerging symbiosis, Journal of Sport Psychology, 6, 159–183.
14. Kirschenbaum, D. S. (1987). Self-regulation of sport performance. Medicine and Science in Sports and Exercise, 19(5, Suppl.), S106-S113.
15. Kirschenbaum, D. S., & Wittrock, D. A. (1984). Cognitive-behavioral interventions in sport: A self-regulatory perspective. In. M. Silva III & R. S. Weinberg (Eds.), Psychobgi- cal foundations of sport (pp. 81-97). Champaign, IL: Human Kinetics Publishers.
16. Kyllo, L. B., & Landers, D. M. (1995). Goal setting in sport and exercise: A research synthesis to resolve the controversy. Journal of Sport & Exercise Psychology, 17, 117–137.
17. Locke, E. A., Frederick, E., Bobko, P., & Lee, C. (1984). Effect of self-efficacy, goals, and strategies on task performance. Journal of Applied Psychobgy, 69, 241–251.
18. McCombs, M. L. (1989). Self-regulated learning and achievement: A phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement theory, research, and practice: Progress in cognitive development research (pp. 51-82). New York: Springer-Verlag.
19. Newell, K. (1991). Motor skill acquisition. Annual Review of Psychology, 42, 213–237.
20. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimension of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
21. Pinard, A. (1992). Metaconscience et metacognition (Metaconsciousness and metacognition). Canadian Psychology, 33, 27–41.
22. Schmidt, R. A. (1988). Motor control and baming: A behavioral emphasis (2nd ed.). Champaign, IL: Human Kinetics.
23. Schmidt, R. A. (1991a). Frequent augmented feedback can degrade learning: Evidence and interpretations. In J. Requin & G. E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 59-75). Dordrecht, The Netherlands: Kluwer Academic Publishers.
24. Schmidt, R.A. (1991b). Motor baming and performance—From principles to practice. Champaign, IL: Human Kinetics.
25. Titzer, R., Shea, J. B., & Romack, J. (1993). The effect of learner control on the acquisition and retention of a motor task. Journal of Sport & Exercise Psychology, 75(Suppl.), S84.
26. Vereijken, B. (1991). The dynamics of skill acquisition. Meppel, The Netherlands: Krips Repro.
27. Watkins, D. (1984). Students’ perceptions of factors influencing tertiary learning. Higher Education Research and Development, 3, 33–50.
28. Weinberg, R. S. (1994). Goal setting and performance in sport and exercise settings: A synthesis and critique. Medicine and Science in Sports and Exercise, 26, 469–477.
29. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173–187.
30. Winstein, C. J., & Schmidt, R. A. (1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychoblogy: Learning Memory, and Cognition, 16, 677–691.
31. Wulf, G., & Schmidt, R. A. (1989). The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory. Journal of Experimental Psychology: Learning Memory, and Cognition, 15, 748–757.
32. Wulf, G., Shea, C. H., & Whitacre, C. A. (1998). Physical guidance benefits in learning a complex motor skill. Journal of Motor Behavior, 30, 367–380.
33. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educatbnal Psychology, 81, 329–339.
34. Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process goals to outcome goals. Journal of Educational Psychology, 89, 29–36.