Effect of self-controlled feedback on the learning of dive roll in children and adults

BACKGROUND: Self-controlled feedback has been identified as an efficient strategy for teaching motor skills, however, different results have been shown in adults and children. Researchers point out that the different characteristics in the information processing of these populations can explain these discrepancies. AIM: The objective was to investigate the effects of providing Self-controlled Knowledge of Performance (SKP) on learning the Dive Roll, a specific Artistic Gymnastic skill, in children and adults. METHOD: A total of 24 children participated, divided into two groups: a group which received SKP (GSC) (n=12) and a group with yoked Knowledge of Performance (KP) (GYC) (n=12). In addition, 20 adults participated, divided into 2 groups: a group which received SKP (GSA) (n=10) and a group with yoked KP (GYA) (n=10). Descriptive analyses were performed and the permutation test was applied to compare groups and evaluation times (pre-test, post-test, and retention). RESULTS: The results indicated significant improvements for the adult groups (self-control and yoked). The groups of children did not show improvements in performance over the evaluation times, but there was a difference between the groups in retention, with the GSC performing better compared to the GYC. CONCLUSION: It is concluded that self-controlled feedback has different effects between children and adults.