Subscribe to RSS
Please copy the URL and add it into your RSS Feed Reader.
https://www.thieme-connect.de/rss/thieme/en/10.1055-s-00025710.xml
Sportphysio 2021; 09(04): 177-181
DOI: 10.1055/a-1541-1003
DOI: 10.1055/a-1541-1003
On the field
Feedback im Athletiktraining
Sowohl im leistungsorientierten Training als auch in der Rehabilitation nach verschiedenen Verletzungen und Erkrankungen beeinflusst das Feedback das motorische Lernen. Zeitpunkt, Häufigkeit und Inhalt des Feedbacks haben dabei entscheidenden Einfluss darauf, wie sich das Feedback auf das motorische Lernen auswirkt.
Publication History
Article published online:
23 August 2021
© 2021. Thieme. All rights reserved.
Georg Thieme Verlag KG
Rüdigerstraße 14, 70469 Stuttgart, Germany
-
Literatur
- 1 Adams JA. A closed-loop theory of motor learning. Journal of Motor Behavior 1971; 3: 111-150
- 2 Beilock SL, Carr TH, MacMahon C. et al. When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. J Exp Psychol Appl 2002; 8: 6-16
- 3 Benjaminse A, Gokeler A, Dowling AV. et al. Optimization of the anterior cruciate ligament injury prevention paradigm: Novel feedback techniques to enhance motor learning and reduce injury risk. J Orthop Sports Phys Ther 2015; 45: 170-182
- 4 Chen DC, Hendrick JL. Enhancing self-controlled learning environments: The use of self-regulated feedback information. Journal of Human Movement Studies 2002; 43: 69-86
- 5 Chiviacowsky S, Wulf G. Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?. Res Q Exerc Sport 2002; 73: 408-415
- 6 Chiviacowsky S, Wulf G. Self-controlled feedback is effective if it is based on the learner’s performance. Res Q Exerc Sport 2005; 76: 42-48
- 7 Chiviacowsky S, Wulf G. Feedback after good trials enhances learning. Res Q Exerc Sport 2007; 78: 40-47
- 8 Chiviacowsky S, Wulf G, Wally R. et al. Knowledge of results after good trials enhances learning in older adults. Res Q Exerc Sport 2009; 80: 663-668
- 9 Fasoli SE, Trombly CA, Tickle-Degnen L. et al. Effect of instructions on functional reach in persons with and without cerebrovascular accident. Am J Occup Ther 2002; 56: 380-390
- 10 Gokeler A, Benjaminse A, Hewett TE. et al. Feedback techniques to target functional deficits following anterior cruciate ligament reconstruction: Implications for motor control and reduction of second injury risk. Sports Med 2013; 43: 1065-1074
- 11 Guadagnoli MA, Kohl RM. Knowledge of results for motor learning: Relationship between error estimation and knowledge of results frequency. J Mot Behav 2001; 33: 217-224
- 12 Hodges NJ, Franks IM. Modelling coaching practice: The role of instruction and demonstration. J Sports Sci 2002; 20: 793-811
- 13 Ilies R, Judge TA. Goal regulation across time: The effects of feedback and affect. J Appl Psychol 2005; 90: 453-467
- 14 Janelle CM, Barba DA, Frehlich SG. et al. Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Res Q Exerc Sport 1997; 68: 269-279
- 15 Landers M, Wulf G, Wallmann H. et al. An external focus of attention attenuates balance impairment in patients with Parkinson’s disease who have a fall history. Physiotherapy 2005; 91: 152-158
- 16 Liu J, Wrisberg CA. The effect of knowledge of results delay and the subjective estimation of movement form on the acquisition and retention of a motor skill. Res Q Exerc Sport 1997; 68: 145-151
- 17 Marchant DC, Greig M, Scott C. Attentional focusing instructions influence force production and muscular activity during isokinetic elbow flexions. J Strength Cond Res 2009; 23: 2358-2366
- 18 Nieuwenhuis S, Slagter HA, von Geusau NJA. et al. Knowing good from bad: Differential activation of human cortical areas by positive and negative outcomes. Eur J Neuroscience 2005; 21: 3161-3168
- 19 Park JH, Shea CH, Wright DL. Reduced-frequency concurrent and terminal feedback: A test of the guidance hypothesis. J Mot Behav 2000; 32: 287-296
- 20 Schmidt RA, Wulf G. Continuous concurrent feedback degrades skill learning: Implications for training and simulation. Hum Factors 1997; 39: 509-534
- 21 Swinnen SP, Schmidt RA, Nicholson DE. et al. Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning. J Exp Psychol Learn Mem Cogn 1990; 16: 706-716
- 22 van der Linden DW, Cauraugh JH, Greene TA. The effect of frequency of kinetic feedback on learning an isometric force production task in nondisabled subjects. Phys Ther 1993; 73: 79-87
- 23 Vance J, Wulf G, Töllner T. et al. EMG activity as a function of the performer’s focus of attention. J Mot Behav 2004; 36: 450-459
- 24 van Vliet PM, Wulf G. Extrinsic feedback for motor learning after stroke: What is the evidence?. Disabil Rehabil 2006; 28: 831-840
- 25 Weeks DL, Kordus RN. Relative frequency of knowledge of performance and motor skill learning. Res Q Exerc Sport 1998; 69: 224-230
- 26 West RL, Bagwell DK, Dark-Freudeman A. Memory and goal setting: The response of older and younger adults to positive and objective feedback. Psychol Aging 2005; 20: 195-201
- 27 Winstein CJ. Knowledge of results and motor learning: Implications for physical therapy. Phys Th 1991; 71: 140-148
- 28 Winstein CJ, Pohl PS, Cardinale C. et al. Learning a partial-weight-bearing skill: Effectiveness of two forms of feedback. Phys Ther 1996; 76: 985-993
- 29 Wulf G. Attention an motor skill learning. Champaign. IL: Human Kinetics;: 2007
- 30 Wulf G, Schmidt RA. The learning of generalized motor programs: Reducing the relative frequency of knowledge of results enhances memory. Journal of Experimental Psychology: Learning, Memory, and Cognition 1989; 15: 748-757
- 31 Wulf G, Landers MR, Töllner T. P2.079 Postural instability in Parkinson’s disease decreases with an external focus of attention. Parkinsonism & Related Disorders 2008; 14: 63
- 32 Wulf G, McConnel N, Gärtner M. et al. Enhancing the learning of sport skills through external-focus feedback. J Mot Behav 2002; 34: 171-182
- 33 Wulf G, Prinz W. Directing attention to movement effects enhances learning: A review. Psychon Bull Rev 2001; a 8: 648-660
- 34 Wulf G, Raupach M, Pfeiffer F. Self-controlled observational practice enhances learning. Res Q Exerc Sport 2005; 76: 107-111
- 35 Wulf G, Shea C, Lewthwaite R. Motor skill learning and performance: A review of influential factors. Med Educ 2010; b 44: 75-84
- 36 Wulf G. Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology 2013; 6: 77-104
- 37 Zachry T, Wulf G, Mercer J. et al. Increased movement accuracy and reduced EMG activity as the result of adopting an external focus of attention. Brain Res Bull 2005; 67: 304-309