Influence of coaches' feedback on motor skill refinement in experienced athletes: a systematic review.

Authors

  • Victor Merino Expósito Departament de Psicologia Bàsica, Evolutiva i Educació, Universitat Autònoma de Barcelona, Barcelona. España
  • Anna Jordana Casas Departament de Psicologia Bàsica, Evolutiva i Educació, Universitat Autònoma de Barcelona, Barcelona. España y Institut de Recerca de l’Esport, Universitat Autònoma de Barcelona, Barcelona. España https://orcid.org/0000-0002-9446-2622
  • Saul Alcaraz Garcia Departament de Psicologia Bàsica, Evolutiva i Educació, Universitat Autònoma de Barcelona, Barcelona. España y Institut de Recerca de l’Esport, Universitat Autònoma de Barcelona, Barcelona. España https://orcid.org/0000-0002-5720-8801
DOI: https://doi.org/10.6018/cpd.512251
Keywords: feedback, experienced athletes, individual technique, motor skills, coaches

Abstract

Coaches can use feedback to improve athletes' performance. However, such evidence has not yet been reviewed in experienced athletes. Therefore, the aim of this study is to conduct a systematic review to examine the influence of the feedback characteristics provided by coaches on motor skill refinement in experienced athletes, as well as to observe whether the level of athletes’ experience and the type of motor skill have an influence on this relationship. Following PRISMA guidelines, experimental and quasi-experimental studies were searched in Web of Science, Scopus, PsycInfo and Dialnet in Spanish, English and Portuguese. The final sample consisted of 19 articles. Most of them give evidence of an improvement in motor performance, though not by a large magnitude. Furthermore, that was obtained with similar values for almost all feedback characteristics: after the motor skill, with neutral valence, frequent, constant, controlled by the researcher, compared with themselves, truthful, about the result and/or performance in a visual and/or verbal. However, these results were not found to be influenced by the type of motor skill nor level of experience. In conclusion, the studies showed how, when feedback is provided, it is done by some value of each of the feedback characteristics. In addition, it should be taken into consideration whether the ultimate goal of providing feedback is to refine a motor skill for improving the physical condition or to promote changes in the skill performance. In both cases, the use of technology could be useful to provide the type of feedback described above.

Downloads

Download data is not yet available.

References

Adesida, Y., Papi, E. y McGregor, A. H. (2019). Exploring the role of wearable technology in sport kinematics and kinetics: A systematic review. Sensors, 19(7), 1597. https://doi.org/10.3390/s19071597

Aguayo, C. y Serre, N. B. (2010). Influencia de las instrucciones técnicas en la efectividad del tiro en baloncesto. Apunts Educación Física y Deportes, (99), 65-71. https://doi.org/10.5672/apunts.2014-0983.es.(2015/1).119.05

Alcaraz, S., Torregrosa, M., Viladrich, C., Ramis, Y., y Cruz, J. (2014). From AGT to SDT, from athletes to coaches: refocusing the study of sport motivation. European Journal of Human Movement, 32, 125-144.

Alijanpour, N., Nobari, H., Bolboli, L., Afroundeh, R., y Garcia-Ramos, A. (2022). Using Global Positioning System to Compare Training Monotony and Training Strain of Starters and Non-Starters across of Full-Season in Professional Soccer Players. Sustainability, 14(6), 3560. https://doi.org/10.3390/su14063560

Altavilla, C., Cejuela, R., y Caballero-Pérez, P. (2018). Effect of different feedback modalities on swimming pace: which feedback modality is most effective? Journal of Human Kinetics, 65(1), 187-195. https://doi.org/10.2478/hukin-2018-0026

Argus, C. K., Gill, N. D., Keogh, J. W., y Hopkins, W. G. (2011). Acute effects of verbal feedback on upper-body performance in elite athletes. The Journal of Strength & Conditioning Research, 25(12), 3282-3287.

https://doi.org/10.1519/JSC.0b013e3182133b8c

Batterham, A. M., y Hopkins, W. G. (2006). Making meaningful inferences about magnitudes. International journal of sports physiology and performance, 1(1), 50-57.

https://doi.org/10.1123/ijspp.1.1.50

Baudry, L., Leroy, D., Seifert, L., y Chollet, D. (2005). The effect of video training on pommel horse circles according to circle phase complexity. Journal of Human Movement Studies, 48(4), 313-334.

Borrueco, M., Alcaraz, S., Ramis, Y., y Cruz, J. (2019). “No es solo pitar”: Diseño e implementación de un taller de formación para árbitros y jueces de deporte escolar. Revista de Psicología Aplicada al Deporte y al Ejercicio Físico, 4(2). https://doi.org/10.5093/rpadef2019e11

Browne, S., Clarke D., Henson P., Hristofski F., Jeffreys V., Kovacs P., Lambert K. y Simpson D. (2009) PDHPE Application and Inquiry HSC (2nd ed.). Oxford University Press Australia.

Cano, F., Montero, C., Cervelló, E., y Moreno-Murcia, J. A. (2018). Influencia del estilo interpersonal del entrenador sobre la motivación en deportistas de salvamento y socorrismo. Cuadernos de Psicología del Deporte, 18(1), 173-182.

https://doi.org/10.21134/riaa.v3i6.375

Carson, H. J., y Collins, D. (2014). Effective skill refinement: Focusing on process to ensure outcome. Central European Journal of Sport Sciences and Medicine, 7(3), 5-21.

Carter, M. J., Carlsen, A. N., y Ste-Marie, D. M. (2014). Self-controlled feedback is effective if it is based on the learner’s performance: A replication and extension of Chiviacowsky and Wulf (2005). Frontiers in Psychology, 5, 1325.

https://doi.org/10.3389/fpsyg.2014.01325

Chi, M. T. (2006). Two approaches to the study of experts’ characteristics. The Cambridge handbook of expertise and expert performance, 21-30.

Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783

Cruz, J., Mora, À., Sousa, C., y Alcaraz, S. (2016). Effects of an individualized program on coaches observed and perceived behavior. Revista de Psicología del Deporte, 25(1), 137-144.

Dahabreh, I. J., Chung, M., Kitsios, G. D., Terasawa, T., Raman, G., Tatsioni, A., ... y Schmid, C. H. (2012). Comprehensive overview of methods and reporting of meta-analyses of test accuracy. https://doi.org/10.1002/jrsm.1083

Ericksen, H. M., Gribble, P. A., Pfile, K. R. y Pietrosimone, B. G. (2013). Different modes of feedback and peak vertical ground reaction force during jump landing: a systematic review. Journal of athletic training, 48(5), 685.

https://doi.org/10.4085/1062-6050-48.3.02

Fernández-Ríos, L. y Buela-Casal, G. (2009). Standards for the preparation and writing of Psychology review articles. International Journal of Clinical and Health Psychology, 9(2), 329-344.

Frikha, M., Chaâri, N., Elghoul, Y., Mohamed-Ali, H. H. y Zinkovsky, A. V. (2019). Effects of Combined Versus Singular Verbal or Haptic Feedback on Acquisition, Retention, Difficulty, and Competence Perceptions in Motor Learning. Perceptual and motor skills, 126(4), 713-732. https://doi.org/10.1177/0031512519842759

Gagnon-Dolbec, A., McKelvie, S. J., y Eastwood, J. (2019). Feedback, sport-confidence and performance of lacrosse skills. Current Psychology, 38(6), 1622-1633.

https://doi.org/10.1007/S12144-017-9720-7

García, J. A., Carcedo, R. J. y Castaño, J. L. (2019). The influence of feedback on competence, motivation, vitality, and performance in a throwing task. Research quarterly for exercise and sport, 90(2), 172-179.

https://doi.org/10.1080/02701367.2019.1571677

Giblin, G., Tor, E. y Parrington, L. (2016). The impact of technology on elite sports performance. Sensoria: A Journal of Mind, Brain & Culture, 12(2).

https://doi.org/10.7790/sa.v12i2.436

Gilgen-Ammann, R., Wyss, T., Troesch, S., Heyer, L. y Taube, W. (2018). Positive effects of augmented feedback to reduce time on ground in well-trained runners. International journal of sports physiology and performance, 13(1), 88-94.

https://doi.org/10.1123/ijspp.2016-0746

Gonçalves, G. S., Cardozo, P. L., Valentini, N. C. y Chiviacowsky, S. (2018). Enhancing performance expectancies through positive comparative feedback facilitates the learning of basketball free throw in children. Psychology of Sport and Exercise, 36, 174-177. https://doi.org/10.1016/j.psychsport.2018.03.001

Goudini, R., Ashrafpoornavaee, S. y Farsi, A. (2019). The effects of self-controlled and instructor-controlled feedback on motor learning and intrinsic motivation among novice adolescent taekwondo players. Acta Gymnica, 49(1), 33-39.

https://doi.org/10.5507/ag.2019.002

Grant, M. J., y Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Hattie, J., y Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hernández, C. E. y Carpio, N. (2019). Introducción a los tipos de muestreo. Alerta, Revista científica del Instituto Nacional de Salud, 2(1), 75-79.

https://doi.org/10.5377/alerta.v2i1.7535

Higgins, J. P., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J. y Welch, V. A. (Eds.). (2019). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons. https://doi.org/10.1002/9781119536604

Hopper, D. M., Berg, M. A. A., Andersen, H. y Madan, R. (2003). The influence of visual feedback on power during leg press on elite women field hockey players. Physical Therapy in Sport, 4(4), 182-186. https://doi.org/10.1016/S1466-853X(03)00068-3

Huang, H. C., Lee, P. Y., Lo, Y. C., Chen, I. S., y Hsu, C. H. (2021). A Study on the Perceived Positive Coaching Leadership, Sports Enthusiasm, and Happiness of Boxing Athletes. Sustainability, 13(13), 7199. https://doi.org/10.3390/su13137199

Jiménez-Díaz, J. (2020). Aprendizaje motor y feedback: una revisión de literatura. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 9(3), 42-58.

https://doi.org/10.24310/riccafd.2020.v9i3.6385

Jiménez-Díaz, J., Chaves-Castro, K., y Morera-Castro, M. (2021). Effectiveness of Augmented Feedback on Motor Skills Performance: A Meta-Analysis. MHSalud, 18(1), 19-48. http://dx.doi.org/10.15359/mhs.18-1.2

Jordana, A., Turner, M. J., Ramis, Y., y Torregrossa, M. (2020). A systematic mapping review on the use of Rational Emotive Behavior Therapy (REBT) with athletes. International Review of Sport and Exercise Psychology, 1-26.

https://doi.org/10.1080/1750984X.2020.1836673

Keller, M., Kuhn, Y. A., Lüthy, F. y Taube, W. (2018). How to Serve Faster in Tennis: The Influence of an Altered Focus of Attention and Augmented Feedback on Service Speed in Elite Players. Journal of strength and conditioning research, 35(4), 1119-1126.

https://doi.org/10.1519/JSC.0000000000002899

Kemarrec, G., Kerivel, T., Cornière, C., Bernier, M., Bossard, C., Le Bot, G. y Le Paven, M. (2020). Uses of video feedback and its effects on decision-making in sport training: A literature review. Staps, (1), 61-76. https://doi.org/10.3917/sta.127.0061

Kirk, R. E. (1996). Practical significance: A concept whose time has come. Educational and psychological measurement, 56(5),746.

https://doi.org/10.1177/0013164496056005002

Kmet, L. M., Cook, L. S. y Lee, R. C. (2004). Standard quality assessment criteria for evaluating primary research papers from a variety of fields. https://doi.org/10.7939/R37M04F16

Knight, C. A. y Kamen, G. (2001). Adaptations in muscular activation of the knee extensor muscles with strength training in young and older adults. Journal of Electromyography and Kinesiology, 11(6), 405-412. https://doi.org/10.1016/S1050-6411(01)00023-2

Kulhavy, R. W. y Wager, W. (1993). Feedback in programmed instruction: Historical context and implications for practice. Interactive instruction and feedback, 320.

Landin, D. (1996). The role of verbal cues in skill learning. Quest, 46, 299–313. http://dx.doi.org/10.1080/00336297.1994.10484128

Lauber, B. y Keller, M. (2014). Improving motor performance: selected aspects of augmented feedback in exercise and health. European journal of sport science, 14(1), 36-43. https://doi.org/10.1080/17461391.2012.725104

Lee, D. K. (2016). Alternatives to P value: confidence Interval and effect size. Koreanjournal of anesthesiology, 69(6), 555. https://doi.org/10.4097/kjae.2016.69.6.555

Lee, A. M., Keh, N. C. y Magill, R. A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12(3), 228-243.

https://doi.org/10.1123/jtpe.12.3.228

Magill, R. A. y Anderson D. (2010). Motor learning and control: Concepts and applications. New York: McGraw-Hill.

Marques, M., Nonohay, R., Koller, S., Gauer, G., y Cruz, J. (2015). El estilo de comunicación del entrenador y la percepción del clima motivacional generado por los entrenadores y compañeros. Cuadernos de Psicología del Deporte, 15(2), 47-54.

https://doi.org/10.4321/s1578-84232015000200006

McLaughlin, A. C., Rogers, W. A. Fisk, y A. D. (2006). Importance and interaction of feedback variables: A model for effective, dynamic feedback. Georgia Institute of Technology.

Meana Suárez, T. (2002). Porque las palabras no se las lleva el viento... Por un uso no sexista de la lengua. Valencia. España. Edita Ayuntamiento de Quart de Poblet.

Montero, I., y León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of clinical and Health psychology, 7(3), 847-862.

Moran, K. A., Murphy, C., y Marshall, B. (2012). The need and benefit of augmented feedback on service speed in tennis. Medicine & Science in Sports & Exercise, 44(4), 754-760.

https://doi.org/10.1249/MSS.0b013e3182376a13

Moreno-Luque, M., Reigal, R. E., Morillo-Baro, J. P., Morales-Sánchez, V., y Hernández-Mendo, A. (2019). Estilo de interacción del entrenador, clima motivacional percibido y satisfacción de las necesidades psicológicas básicas en futbolistas jóvenes. Cuadernos De Psicología Del Deporte, 19(3), 79-89. https://doi.org/10.6018/cpd.372381

Mory, E. H. (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 745–783). Lawrence Erlbaum Associates Publishers.

Nieuwboer, A., Rochester, L., Müncks, L. y Swinnen, S. P. (2009). Motor learning in Parkinson's disease: limitations and potential for rehabilitation. Parkinsonism & related disorders, 15, 53-58. https://doi.org/10.1016/S1353-8020(09)70781-3

Otte, F. W., Davids, K., Millar, S. K. y Klatt, S. (2020). When and How to Provide Feedback and Instructions to Athletes? How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training. Frontiers in Psychology, 11, 1444. https://doi.org/10.3389/fpsyg.2020.01444

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... y Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103-112.

https://doi.org/10.1016/j.jclinepi.2021.02.003

Patterson, J. T., McRae, M., y Hansen, S. (2019). On whether task experience of the peer differentially impacts feedback scheduling and skill acquisition of a learner. Frontiers in psychology, 10, 1987. https://doi.org/10.3389/fpsyg.2019.01987

Pérez, P., Llana, S., Brizuela, G. y Encarnación, A. (2009). Effects of three feedback conditions on aerobic swim speeds. Journal of sports science & medicine, 8(1), 30.

Ramis, Y., Torregrossa, M., Pallarés, S., Viladrich, C. y Cruz, J. (2019). El modelo GEPE de práctica basada en la evidencia: Integrando la evidencia científica en la práctica aplicada. Revista de Psicología Aplicada al Deporte y al Ejercicio Físico, 4(2), 1-6.

https://doi.org/10.5093/rpadef2019a12

Randell, A. D., Cronin, J. B., Keogh, J. W., Gill, N. D. y Pedersen, M. C. (2011a). Reliability of performance velocity for jump squats under feedback and nonfeedback conditions. The Journal of Strength & Conditioning Research, 25(12), 3514-3518. https://doi.org/10.1519/JSC.0b013e318216001f

Randell, A. D., Cronin, J. B., Keogh, J. W., Gill, N. D., y Pedersen, M. C. (2011b). Effect of instantaneous performance feedback during 6 weeks of velocity-based resistance training on sport-specific performance tests. The Journal of Strength & Conditioning Research, 25(1), 87-93. https://doi.org/10.1519/JSC.0b013e3181fee634

Robin, N., Joblet, E., Roublot, E. y Coudevylle, G. R. (2020). The Beneficial Effect of Combining Feedback, Observational Learning and Motor Imagery on Football Pass Performance. Motricidade, 16(1), 55-65. https://doi.org/10.6063/motricidade.18142

Roulier, R. (2014). Feedback in Athletic Coaching–Part. Feedback.

Sadowski, J., Mastalerz, A., y Niznikowski, T. (2013). Benefits of bandwidth feedback in learning a complex gymnastic skill. Journal of human kinetics, 37(1), 183-193. https://doi.org/10.2478/hukin-2013-0039

Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations. In Tutorials in motor neuroscience (pp. 59-75). Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3626-6_6

Sharma, D. A., Chevidikunnan, M. F., Khan, F. R. y Gaowgzeh, R. A. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of physical therapy science, 28(5), 1482-1486. https://doi.org/10.1589/jpts.28.1482

Shaw, R. (2010). Conducting literature reviews. In M. A. Forester (Ed.), Doing Qualitative Research in Psychology: A Practical Guide (pp. 39-52). London, Sage.

Sigrist, R., Rauter, G., Riener, R. y Wolf, P. (2013). Terminal feedback outperforms concurrent visual, auditory, and haptic feedback in learning a complex rowing-type task. Journal of motor behavior, 45(6), 455-472. https://doi.org/10.1080/00222895.2013.826169

Skinner, B. F. (1958). Teaching Machines. Science, 128 (3330), 969–977.

Skorski, S., Faude, O., Caviezel, S., y Meyer, T. (2014). Reproducibility of pacing profiles in elite swimmers. International journal of sports physiology and performance, 9(2), 217-225. https://doi.org/10.1123/ijspp.2012-0258

Soto, D., García-Herrero, J. A. y Carcedo, R. J. (2020). Well-Being and Throwing Speed of Women Handball Players Affected by Feedback. International Journal of Environmental Research and Public Health, 17(17), 6064.

https://doi.org/10.3390/ijerph17176064

Staub, J. N., Kraemer, W. J., Pandit, A. L., Haug, W. B., Comstock, B. A., Dunn-Lewis, C., ... y Häkkinen, K. (2013). Positive effects of augmented verbal feedback on power production in NCAA Division I collegiate athletes. The Journal of Strength & Conditioning Research, 27(8), 2067-2072.

https://doi.org/10.1519/JSC.0b013e31827a9c2a

Sunaryadi, Y. (2016). The role of augmented feedback on motor skill learning. In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press. https://doi.org/10.2991/icemal-16.2016.56

Tod, D. (2019). Conducting systematic reviews in sport, exercise, and physical activity. Springer Nature.

Tod, D., Booth, A. y Smith, B. (2021). Critical appraisal. International Review of Sport and Exercise Psychology, 1-21. https://doi.org/10.1080/1750984X.2021.1952471

Torregrosa, Y. S., y Murcia, J. M. (2015). Miedo a equivocarse y motivación autodeterminada en estudiantes adolescentes. Cuadernos de Psicología del Deporte, 15(3), 65-74. https://doi.org/10.4321/s1578-84232015000300006

Van Breda, E., Verwulgen, S., Saeys, W., Wuyts, K., Peeters, T., y Truijen, S. (2017). Vibrotactile feedback as a tool to improve motor learning and sports performance: a systematic review. BMJ open sport & exercise medicine, 3 (1).

http://dx.doi.org/10.1136/bmjsem-2016-000216

Vanderka, M., Bezák, A., Longová, K., Krcmár, M. y Walker, S. (2020). Use of visual feedback during jump-squat training aids improvement in sport-specific tests in athletes. The Journal of Strength & Conditioning Research, 34(8), 2250-2257.

https://doi.org/10.1519/JSC.0000000000002634

Weakley, J., Till, K., Sampson, J., Banyard, H., Leduc, C., Wilson, K., ... y Jones, B. (2019). The effects of augmented feedback on sprint, jump, and strength adaptations in rugby union players after a 4-week training program. International journal of sports physiology and performance, 14(9), 1205-1211.

https://doi.org/10.1123/ijspp.2018-0523

Weakley, J., Wilson, K., Till, K., Banyard, H., Dyson, J., Phibbs, P., ... y Jones, B. (2020). Show me, tell me, encourage me: The effect of different forms of feedback on resistance training performance. The Journal of Strength & Conditioning Research, 34(11), 3157-3163. https://doi.org/10.1519/JSC.0000000000002887

Wieringen, P. C. W., Emmen, H. H., Bootsma, R. J., Hoogesteger, M. y Whiting, H. T. A. (1989). The effect of video‐feedback on the learning of the tennis service by intermediate players. Journal of Sports Sciences, 7(2), 153-162.

https://doi.org/10.1080/02640418908729833

Winchester, J. B., Porter, J. M. y McBride, J. M. (2009). Changes in bar path kinematics and kinetics through use of summary feedback in power snatch training. The Journal of Strength & Conditioning Research, 23(2), 444-454.

https://doi.org/10.1519/JSC.0b013e318198fc73

Wulf, G., Chiviacowsky, S. y Lewthwaite, R. (2010). Normative feedback effects on learning a timing task. Research quarterly for exercise and sport, 81(4), 425-431. https://doi.org/10.1080/02701367.2010.10599703

Zabala, M., Sánchez-Muñoz, C., y Mateo, M. (2009). Effects of the administration of feedback on performance of the BMX cycling gate start. Journal of Sports Science & Medicine, 8(3), 393-400.

Zaton, K., y Szczepan, S. (2013). The impact of immediate verbal feedback on swimming effectiveness. Physical Culture and Sport, 59(1), 60-71. https://doi.org/10.2478/pcssr-2013-0018

Zetou, E., Vernadakis, N., Mountaki, F., y Karypidou, D. (2018). The effect of self-regulated feedback on acquisition and learning the overhand service skill of novice female athletes in volleyball. Cuadernos de Psicología del Deporte, 18(1), 221-228.

Published
24-04-2023
How to Cite
Merino Expósito, V., Jordana Casas, A., & Alcaraz Garcia, S. (2023). Influence of coaches’ feedback on motor skill refinement in experienced athletes: a systematic review. Sport Psychology Notebooks, 23(2), 38–74. https://doi.org/10.6018/cpd.512251
Issue
Section
Psicología del Deporte