Aprendizaje motor y feedback: una revisión de literatura

Judith Jiménez-Díaz

doi:10.24310/riccafd.2020.v9i3.6385

Autores/as

Judith Jiménez-Díaz Escuela de Educación Física y Deportes. Centro de Investigación en Ciencias del Movimiento Humano. Universidad de Costa Rica Costa Rica http://orcid.org/0000-0001-8663-7413

DOI:

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

Palabras clave:

destreza, realimentación, conocimiento de resultados, conocimiento de desempeño

Resumen

El feedback que se brinda durante la ejecución de una destreza, muestra un papel esencial en el desempeño y aprendizaje de la misma. Existe una gran variedad de investigaciones realizadas sobre el tema de feedback, el objetivo de la presente investigación fue proveer al lector con una visión general del uso de feedback en el área de aprendizaje motor y resaltar los hallazgos relevantes. Feedback es un concepto general que se utiliza para describir la información que se le brinda al aprendiz en relación al desempeño de la destreza motriz que se desea aprender. En la primera parte de la revisión de literatura se describen lo diferentes tipos de feedback que se han estudiado recientemente. En la segunda parte de la revisión se presenta un resumen de las investigaciones representativas de los diversos tipos de feedback. Por último, se presenta una breve conclusión y recomendación del tema.

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Citas

Wulf G, Shea C, Lewthwaite R. Motor skill learning and performance: a review of influential factors. Med Educ. 2010;44(1):75–84. https://doi.org/10.1111/j.1365-2923.2009.03421.x

Magill RA. Motor Learning Is Meaningful for Physical Educators. Quest 00336297. agosto de 1990;42(2):126-33.

Fairbrother JT. Fundamentals of Motor Behavior. Champaign, IL: Human Kinetics 1; 2010. 186 p.

Magill RA. The Influence of Augmented Feedback on Skill Learning Depends on Characteristics of the Skill and the Learner. Quest 00336297. agosto de 1994;46(3):314-27. https://doi.org/10.1080/00336297.1994.10484129

Magill RA, Anderson D. Motor Learning and Control: Concepts and Applications: Tenth Edition. New York: McGraw-Hill Higher Education; 2013. 497 p.

Beltrão NB, Henrique RS, Siqueira AKM, Santos JNC, Mello AMS., Cattuzzo MT. Precisão de conhecimento de resultados na aprendizagem motora em crianças e adultos. / The effect of level of knowledge accuracy of results on learning of motor skills in children and adults. Motricidade. julio de 2011;7(3):69-77. https://doi.org/10.6063/motricidade.7(3).104

Krause D. Effects of additional knowledge of results on modifying highly practiced acyclic swimming techniques with knowledge of performance. Int J Sports Sci Coach. diciembre de 2017;12(6):737-46. https://doi.org/10.1177/1747954117738894

Liu J, Fu H-J, Chen S, Sheu F-R. The Effect of Provided and Self-Requested Knowledge of Performance on Acquisition and Transfer Performance of an Open Sport Skill in College Students. Asian J Exerc Sports Sci [Internet]. 2014;11(2). Disponible en: http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=19752938&AN=98717146&h=Oj0A1f%2Fd9AYN0akYVVImaysL3QMvys%2FYp43xhsHNbSbqZamCoPc8XDVAQ7xYpD4JqGVgaSr6CtlwT9%2BPnL%2FbEw%3D%3D&crl=c

Atchy-Dalama P, Zanone PG, Peper CE, Beek PJ. Movement-Related Sensory Feedback Mediates the Learning of a New Bimanual Relative Phase Pattern. J Mot Behav. mayo de 2005;37(3):186-96. https://doi.org/10.3200/jmbr.37.3.186-196

Critchley K, Kokubu M, Iemitsu M, Fujita S, Isaka T. Age-related differences in the availability of visual feedback during bimanual pinch. Eur J Appl Physiol. septiembre de 2014;114(9):1925-32. https://doi.org/10.1007/s00421-014-2916-8

Reissig P, Puri R, Garry MI, Summers JJ, Hinder MR. The Influence of Mirror-Visual Feedback on Training-Induced Motor Performance Gains in the Untrained Hand. Plos One. 30 de octubre de 2015;10(10): e0141828-e0141828. https://doi.org/10.1371/journal.pone.0141828

Sigrist R, Rauter G, Riener R, Wolf P. Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review. Psychon Bull Rev. 1 de febrero de 2013;20(1):21-53. https://doi.org/10.3758/s13423-012-0333-8

Goudini R, Saemi E, Ashrafpoornavaee S, Abdoli B. The effect of feedback after good and poor trials on the continuous motor tasks learning. Acta Gymnica. enero de 2018;48(1):3-8. https://doi.org/10.5507/ag.2018.001

Park J-H, Shea CH, Wright DL. Reduced-Frequency Concurrent and Terminal Feedback: A Test of the Guidance Hypothesis. J Mot Behav. septiembre de 2000;32(3):287. https://doi.org/10.1080/00222890009601379

Ranganathan R, Newell KM. Influence of Augmented Feedback on Coordination Strategies. J Mot Behav. julio de 2009;41(4):317-30.

Bechtel NT, McGee HM, Huitema BE, Dickinson AM. The Effects of the Temporal Placement of Feedback on Performance. Psychol Rec. 2015;65(3):425-34. https://doi.org/10.1007/s40732-015-0117-4

Blandin Y, Toussaint L, Shea CH. Specificity of practice: Interaction between concurrent sensory information and terminal feedback. J Exp Psychol Learn Mem Cogn. julio de 2008;34(4):994-1000. https://doi.org/10.1037/0278-7393.34.4.994

Brand J, Piccirelli M, Hepp-Reymond M-C, Morari M, Michels L, Eng K. Virtual Hand Feedback Reduces Reaction Time in an Interactive Finger Reaching Task. PLoS ONE. 4 de mayo de 2016;11(5):1-12. https://doi.org/10.1371/journal.pone.0154807

Eaves DL, Breslin G, van Schaik P, Robinson E, Spears IR. The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance. Presence Teleoperators Virtual Environ. febrero de 2011;20(1):62-77. https://doi.org/10.1162/pres_a_00035

Chiviacowsky S, Lessa HT. Choices Over Feedback Enhance Motor Learning in Older Adults. J Mot Learn Dev. 4 de enero de 2017;5(2):304-18. https://doi.org/10.1123/jmld.2016-0031

Chiviacowsky S, Treptow JG, Tani G, Meira Jr. C de M, Schild JFG. Conhecimento de resultados auto-controlado: efeitos na aprendizagem de diferentes programas motores generalizados. / Self-controlled knowledge of results: learning effects of different generalized motor program. Rev Port Ciênc Desporto. diciembre de 2009;9(3):175-82. https://doi.org/10.5628/rpcd.09.02-03.175

Hansen S, Pfeiffer J, Patterson JT. Self-control of feedback during motor learning: accounting for the absolute amount of feedback using a yoked group with self-control over feedback. J Mot Behav. 2011;43(2):113-9. https://doi.org/10.1080/00222895.2010.548421

Coca-Ugrinowitsch AA, Benda RN, Aburachid LM, De Andrade AGP, Greco PJ, Menzel H-JK, et al. Bandwidth knowledge of results on the learning of the saloon dart throwing task. Percept Mot Skills. 2014;118(2):462-74. https://doi.org/10.2466/25.23.pms.118k17w9

Lauber B, Keller M. Improving motor performance: Selected aspects of augmented feedback in exercise and health. Eur J Sport Sci. 2014;14(1):36-43. https://doi.org/10.1080/17461391.2012.725104

Albuquerque MR, Lage GM, Ugrinowitsch H, Corrêa UC, Benda RN. Effects of knowledge of results frequency on the learning of generalized motor programs and parameters under conditions of constant practice. Percept Mot Skills. 2014;119(1):69-81. https://doi.org/10.2466/23.22.pms.119c15z0

Carter M, Patterson JT. Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection. Hum Mov Sci. 2012;31(6):1459-72. https://doi.org/10.1016/j.humov.2012.07.008

Carter M, Rathwell S, Ste-Marie D. Motor Skill Retention Is Modulated by Strategy Choice During Self-Controlled Knowledge of Results Schedules. J Mot Learn Dev. junio de 2016;4(1):100-15. https://doi.org/10.1123/jmld.2015-0023

Vieira MM, Ugrinowitsch H, Gallo LG, Carvalho MFSP, Fonseca MA, Benda RN. Effects of summary knowledge of results in motor skills acquisition. Rev Psicol Deporte. 2014;23(1):9-14.

Vieira MM, Ugrinowitsch H, Oliveira FS, Gallo LG, Benda RN. Effects of knowledge of results (KR) frequency in the learning of a timing skill: Absolute versus relative KR frequency. Percept Mot Skills. 2012;115(2):360-9. https://doi.org/10.2466/22.23.pms.115.5.360-369

Martínez JC, Gómez-López PJ, Femia P, Mayorga-Vega D, Viciana J. Effect of augmented verbal and visual feedback on efficiency in skiing teaching. Kinesiol Int J Fundam Appl Kinesiol. 2016;48(1):49–57. https://doi.org/10.26582/k.48.1.12

Cuppone AV, Squeri V, Semprini M, Masia L, Konczak J. Robot-Assisted Proprioceptive Training with Added Vibro-Tactile Feedback Enhances Somatosensory and Motor Performance. Plos One. 11 de octubre de 2016;11(10):e0164511-e0164511. https://doi.org/10.1371/journal.pone.0164511

Anderson D, Magill RA, Sekiya H, Ryan G. Support for an explanation of the guidance effect in motor skill learning. J Mot Behav. 2005;37(3):231-8. https://doi.org/10.3200/jmbr.37.3.231-238

Salmoni AW, Schmidt RA, Walter CB. Knowledge of results and motor learning: A review and critical reappraisal. Psychol Bull. mayo de 1984;95(3):355-86. https://doi.org/10.1037//0033-2909.95.3.355

Buchanan JJ, Wang C. Overcoming the guidance effect in motor skill learning: feedback all the time can be beneficial. Exp Brain Res. junio de 2012;219(2):305-20. https://doi.org/10.1007/s00221-012-3092-x