ArticleFrontiers in psychology2026
Self-controlled and low-frequency KP feedback enhances gymnastics skill learning via motivation and metacognition.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Feedback plays a critical role in motor skill learning, yet the psychological and cognitive mechanisms through which feedback frequency and learner control influence long-term performance remain insufficiently understood. Theoretical models suggest that autonomy-supportive and spaced feedback may enhance motivation and metacognitive engagement, thereby promoting durable learning outcomes. This study investigated whether self-controlled and low-frequency knowledge of performance (KP) feedback enhances motor learning through a sequential motivational-cognitive pathway. Methods: A total of 232 novice university students practiced a goat stride vault (a multi-phase vaulting skill involving run-up, take-off, hand support, and controlled landing) under a 2 × 2 between-subjects design manipulating KP opportunity constraints (high availability vs. limited opportunities; two trials per 10-trial block) and feedback control (instructor-controlled vs. self-controlled). Autonomous motivation and metacognitive strategy use were assessed following acquisition. Performance during acquisition, retention, and transfer was evaluated. A mixed-design ANOVA tested performance changes across phases, and structural equation modeling examined a sequential motivational-cognitive mediation pathway. Results: Mixed ANOVA revealed a significant main effect of phase and significant phase × frequency, phase × control, and three-way interactions. SEM indicated significant indirect effects of feedback control and frequency on retention and transfer via autonomous motivation and metacognitive strategy use. Conclusion: Autonomy-supportive and spaced KP feedback enhances motor learning by strengthening autonomous motivation and metacognitive engagement. This motivational-cognitive mechanism provides evidence-based guidance for designing effective instructional feedback in complex motor-skill learning.
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