Study On The Influence Of Self-control Feedback On Motor Skill Learning And Its Neuroelectrophysiological Characteristics

Background:Feedback refers to any information learners receive before,during and after they attempt to perform a task.It is information about the quality or quantity of the task,and is generally considered to be one of the most important factors guiding the process of motor skill learning.However,high feedback frequency will hinder the learning and maintenance of motor skills.In order to effectively reduce the frequency of optimal feedback,researchers propose to give learners certain choice and control in the process of feedback,which is called self-control feedback.At present,a large number of studies have proved that self-control feedback can promote motor skill learning.However,in most of the current studies,the advantages of self-control feedback in motor skill learning are not reflected in the acquisition stage,but only in the retention test or transfer test.In addition,there is some controversy about the learning advantage of self-control feedback on motor skills.Finally,most of the previous studies are still on the behavioral level,and the application of ERP technology is not widespread.Objective:The purpose of this study was to explore the effects of self-control feedback on motor skill learning by using the sequential timing task paradigm and reveal its neuroelectrophysiological characteristics.Methods:This study recruited 40 undergraduate students majoring in physical education(20 males and 20 females)as experimental subjects,and adopted 2(feedback method:self-control feedback,passive feedback)×3(time period:In this study,the effects of self-control feedback on motor skill learning were investigated by using event related potential(ERPs)technique.Results:In terms of behavioral results,the block main effect of absolute constant error ACE(F(9,288)=9.417,P<0.001,?2p=0.227),constant error CE(F(9,288)=5.985,P=0.001,?2p=0.158)and variation error VE(F(9,288)=4.578,P=0.017,?2p=0.125)of timing error in acquisition stage was significant.The ACE(F(9,228)=9.373,P=0.001,?2p=0.227),CE(F(9,228)=5.874,P=0.002,?2p=-0.155)and VE(F(9,228)=3.985,P=0.049,?2p=0.111)of timing errors with and without feedback in acquisition stage were analyzed,and only significant block main effect was found.The intergroup main effect of ACE(F(32)=1.238,P=0.274),CE(F(32)=0.050,P=0.824)and VE(F(32)=1.467,P=0.235)was not significant in maintaining stage timing error.The results of target time transfer in the migration stage showed that the main effect of timing error on ACE(F(32)=4.899,P=0.034)was significant,and the ACE of passive feedback group was smaller.The analysis of two blocks in the migration stage shows that the timing error has a significant main effect on the VE of blocks(F(1,16)=10.684,P=0.005,?2p=0.400),and the VE generated in the target time migration is larger than the mirror sequence migration.ERP results:in the P3 component of stimulus lock,the electrode main effect of P3 amplitude(F(11,352)=16.556,P<0.001;?2p=0.341)was significant,which showed activation of parietal lobe.P3 latent electrode(F(11,352)=16.430,P<0.001,?2p=0.339)main effect is significant,showing activation of frontal lobe.In the FRN component of feedback lock,the block(F(4,128)=7.303,P<0.001,?2p=0.186)and electrode(F(6,192)=18.122,P<0.001,?2p=0.362)main effect of FRN amplitude was significant,the interaction between electrode×group(F(6)=4.074,P=0.011,?2p=0.113)was significant,and the prefrontal cortex activation was higher in the self-control feedback group.The main electrode(F(6,192)=15.863,P<0.001,?2p=0.331)effect of FRN latency was significant and the central region was activated.In the P3 component of reaction lock,the block(F(4,128)=13.673,P<0.001,?2p=0.299)and electrode(F(11,352)=11.301,P<0.001,?2p=0.261)main effect of P3 amplitude were significant,and the central region was activated.The main electrode(F(11,352)=3.797,P=0.007,?2p=0.106)effect in P3 incubation period was significant,mainly manifested as central activationConclusion:The influence of self-control feedback on motor skill learning can be reflected in the acquisition stage.Although the evidence on behavior level is insufficient,it can be revealed from the aspect of neural electrophysiological characteristics.There is a question about whether the promoting effect of self-control feedback on motor skill learning can be reflected in the maintenance stage.Similar to the results of some previous studies,this study also failed to find the advantages of self-control feedback on motor skill maintenance.Self-control feedback can enhance the feedback processing ability of learners in the process of motor skill learning,mainly reflected in the increase of peak amplitude of FRN and activation of frontal lobe.