A Study on the Effects of Different Self-Controlled Feedback Methods on the Learning of Table Tennis Serving Skills.

This study explores how different self-controlled feedback methods affect table tennis serving skills at various task difficulties. Using a self-selection frequency technique, participants performed 10 rounds of serving practice with three feedback methods: KP, video, and video + KP. This study measured accuracy and skill evaluation of 120 first-year students majoring in non-physical education. In simple tasks, significant performance differences were observed between groups in immediate tests, but not in delayed tests. The video + KP method yielded the best outcomes, followed by video and KP. In complex tasks, performance differences were highly significant in both immediate and delayed tests, with video + KP showing superior results. Feedback request frequency trends were consistent across groups but varied with task complexity. For simple tasks, feedback had little impact on long-term retention, whereas for complex tasks, differences were significant. Overall, self-controlled feedback methods (KP, video, and video + KP) improved motor skill learning, with the video + KP method being most effective. The key contribution of this study lies in its innovative combination of self-controlled feedback types, demonstrating that the integration of both video and KP feedback significantly enhances skill acquisition, particularly for complex tasks, offering practical implications for optimizing feedback strategies in sports education.