Ma Wenlong, Chen Jingfeng, Yi Qing, Zhang Shuai, Xing Wei, Ren Honglie, Li Rongzhi
School of Physical Education, Shanghai University of Sport, Shanghai, China.
Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China.
Eur J Sport Sci. 2025 Jun;25(6):e12324. doi: 10.1002/ejsc.12324.
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.
本研究探讨了不同的自控反馈方法在不同任务难度下如何影响乒乓球发球技巧。采用自选频率技术，参与者使用三种反馈方法进行了10轮发球练习：关键绩效指标（KP）、视频以及视频+关键绩效指标。本研究对120名非体育专业的大一学生的准确性和技能评估进行了测量。在简单任务中，各小组在即时测试中表现出显著差异，但在延迟测试中没有。视频+关键绩效指标方法产生了最佳结果，其次是视频和关键绩效指标。在复杂任务中，即时测试和延迟测试中的表现差异都非常显著，视频+关键绩效指标显示出更好的结果。各小组的反馈请求频率趋势一致，但随任务复杂性而变化。对于简单任务，反馈对长期保持的影响很小，而对于复杂任务，差异显著。总体而言，自控反馈方法（关键绩效指标、视频和视频+关键绩效指标）改善了运动技能学习，其中视频+关键绩效指标方法最为有效。本研究的关键贡献在于其对自控反馈类型的创新组合，表明视频和关键绩效指标反馈的整合显著提高了技能习得，特别是对于复杂任务，为优化体育教育中的反馈策略提供了实际意义。
