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Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis

Author

Listed:
  • Yankun Han

    (Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia)

  • Syed Kamaruzaman Bin Syed Ali

    (Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia)

  • Lifu Ji

    (College of Physical Education, Jilin Normal University, Siping 136000, China)

Abstract

Feedback can be used as an effective teaching method in physical education (PE) to promote students’ learning of motor skills. However, there is no objective synthetic evidence to support the role of feedback in PE. Additionally, the effect of each feedback subtype on students’ motor skill learning is still unclear. This study aimed to conduct a meta-analysis and trial sequential analysis (TSA) to evaluate the effects of feedback and feedback subtypes on students’ motor skill learning. Nine databases were searched through September 2022 to identify appropriate literature. Meta-analysis was conducted using Review Manager 5.4 software and TSA was performed using TSA version 0.9.5.10 beta software. Fifteen studies were included. Feedback significantly improved students’ motor skill learning in PE (SMD 0.47; 95% CI 0.01, 0.93; Z = 2.02; p = 0.04). The TSA confirmed the result of the meta-analysis. Sensitivity analyses showed that the subtypes of feedback, including visual feedback, visual combined verbal feedback, visual self-model, visual expert model, corrective feedback, and teacher-regulated feedback, significantly improved students’ learning of motor skills. In contrast, verbal, evaluative, and informational feedback did not produce changes in motor skill learning. Both complex and simple motor skills were improved by feedback. The use of feedback in PE benefits motor skill learning, regardless of whether the motor skills are complex or simple.

Suggested Citation

  • Yankun Han & Syed Kamaruzaman Bin Syed Ali & Lifu Ji, 2022. "Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis," IJERPH, MDPI, vol. 19(22), pages 1-18, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:15361-:d:978898
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    References listed on IDEAS

    as
    1. Yulan Zhou & Wei De Shao & Lijuan Wang, 2021. "Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review," IJERPH, MDPI, vol. 18(12), pages 1-14, June.
    2. Yankun Han & Syed Kamaruzaman Bin Syed Ali & Lifu Ji, 2022. "Use of Observational Learning to Promote Motor Skill Learning in Physical Education: A Systematic Review," IJERPH, MDPI, vol. 19(16), pages 1-18, August.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    4. Anoek M. Adank & Dave H. H. Van Kann & Joris J. A. A. Hoeboer & Sanne I. de Vries & Stef P. J. Kremers & Steven B. Vos, 2018. "Investigating Motor Competence in Association with Sedentary Behavior and Physical Activity in 7- to 11-Year-Old Children," IJERPH, MDPI, vol. 15(11), pages 1-11, November.
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