Effect of Different Schedules of Knowledge of Performance As Feedback On Skill Acquistion in Adults

Background: The acquisition of motor skills is fundamental to human life. Feedback is considered important determinant of motor learning. Deciding what type and frequency of feedback is most effective for teaching a specific motor skill is critical for physical therapy professionals. Previous work done has focused mainly on Knowledge of Result as augmented feedback but our  study aims at studying the other form of augmented feedback i.e. Knowledge of performance.  Purpose: The purpose of the study is to study the effect of different schedules of Knowledge of performance as feedback on skill acquisition in adults. Design: Experimental research design Methods: 140 young adults (20-30 years) were recruited from JamiaHamdard, New Delhi, India. Comparison of different schedules of Knowledge of performance as feedback on the basis of mean radial error in dart throwing task. Outcome Measures: Mean radial error i.e. Average deviation from the centre of target (in cms). Results:  The results show significant difference between performances of different schedules of feedback. 50% KP was found better than 100% KP and 50% KR group during acquisition, retention, and transfer phases. However there was no significant difference between groups during retention phase. Conclusion:  With reduced frequency of Knowledge of performance as extrinsic feedback performance was better during acquisition, retention, and transfer phases. Thus, 50% KP is more efficient and advantageous form of feedback for learning of motor skills.