References
- 1. Aiken C.A., Fairbrother J.T., Post P.G. (2012) The effects of self-controlled video feedback on the learning of the basketball set shot. Front. Psychol., 3: Article 338.10.3389/fpsyg.2012.00338343882022973257
- 2. Barros J.A.C., Yanth Z.D., Carter M.J., Hussien J., Ste-Marie D.M. (2019) Examining the impact of error estimation on the effects of self-controlled feedback. Hum. Mov. Sci., 63: 182-198.10.1016/j.humov.2018.12.002
- 3. Bund A., Wiemeyer J. (2004) Self-controlled learning of a complex motor skill: effects of the learners’ preferences on performance and self-efficacy. J. Hum. Mov. Stud., 47: 215-136.
- 4. Carter M.J., Ste-Marie D.M. (2017) An interpolated activity during the knowledge-of-results delay interval eliminates the learning advantages of self-controlled feedback schedules. Psychol. Res., 81: 399-406.10.1007/s00426-016-0757-2
- 5. Carter M.J., Smith V., Ste-Marie D.M. (2016) Judgements of learning are significantly higher following feedback on relatively good versus relatively poor trials despite no actual learning differences. Hum. Mov. Sci., 45: 63-70.10.1016/j.humov.2015.11.006
- 6. Chiviacowsky S. (2014) Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychol. Sport. Exerc., 15: 505-510.10.1016/j.psychsport.2014.05.003
- 7. Chiviacowsky S., Wulf G. (2002) Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Res. Q. Exerc. Sport., 73(4): 408-415.10.1080/02701367.2002.1060904012495242
- 8. Chiviacowsky S., Wulf G. (2005) Self-controlled feedback is effective if it is based on the learner’s performance. Res. Q. Exerc. Sport., 76(1): 42-48.10.1080/02701367.2005.1059926015810769
- 9. Chiviacowsky S., Wulf G., Laroque de Medeiros F., Kaefer A., Tani G. (2008) Learning benefits of self-controlled knowledge of results in 10-year-old children. Res. Q. Exerc. Sport., 79: 405-410.10.1080/02701367.2008.10599505
- 10. Chiviacowsky S., Wulf G., Lewthwaite R. (2012) Self-controlled learning: the importance of protecting perceptions of competence. Front. Psychol., 3: Article 458.10.3389/fpsyg.2012.00458348741823130006
- 11. Czyz S.H., Moss S.J. (2016) Specificity vs. generaliz-ability: Emergence of especial skills in classical archery. Front. Psychol., 7: Article 1178.10.3389/fpsyg.2016.01178
- 12. Di Domenico S.I., Ryan R.M. (2017) The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Front. Hum. Neurosci., 11: Article 145.10.3389/fnhum.2017.00145536417628392765
- 13. Ghorbani S. (2019) Motivational effects of enhancing expectancies and autonomy for motor learning: An examination of the OPTIMAL theory. J. Gen. Psychol., 146(1): 79-92.10.1080/00221309.2018.153548630654726
- 14. Ghorbani S., Bund A. (2016) Observational learning of a new motor skill: The effect of highlighting relative motion information. Int. J. Sports. Sci. Coach., 15(4): 514-522.10.1177/1747954116655049
- 15. Ghorbani S., Bund A. (2017) Throwing skills: Analysis of movement phases in early motor learning. Percept. Mot. Ski., 124(2): 502-513.10.1177/003151251768997228361662
- 16. Grand K.F., Bruzi A.T., Dyke F.B., Godwin M.M., Leiker A.M., Thompson A.G., Buchanan T.L., Miller M.W. (2015) Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation. Hum. Mov. Sci., 43: 23-32.10.1016/j.humov.2015.06.01326163375
- 17. H’Mida C., Degrenne O., Souissi N., Rekik G., Trabelsi K., Jarraya M., Bragazzi N.L., Khacharem A. (2020) Learning a motor skill from video and static pictures in physical education students – Effects on technical performances, motivation and cognitive load. Int. J. Environ. Res. Public Health., 17: 9067.10.3390/ijerph17239067
- 18. Horn R.R., Williams A.M., Scott M.A. Hodges N.J. (2005) Visual search and coordination changes in response to video and point-light demonstrations without KR. J. Mot. Behav., 37(4): 265-274.
- 19. Janelle C.M, Barba D.A, Frehlich S.G, Tennant L.K, Cauraugh J.H. (1997) Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Res. Q. Exerc. Sport., 68(4): 269-279.10.1080/02701367.1997.10608008
- 20. Kim Y., Kim J., Kim H., Kwon M., Lee M., Park S. (2019) Neural mechanism underlying self-controlled feedback on motor skill learning. Hum. Mov. Sci., 66: 198-208.10.1016/j.humov.2019.04.009
- 21. Kok M., Komen A., Van Capelleveen L., Van Der Kamp J. (2020) The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: An exploratory study on the shot-put. Phys. Educ. Sport. Pedagog., 25: 49-6610.1080/17408989.2019.1688773
- 22. Lemos A., Wulf G., Lewthwaite R., Chiviacowsky S. (2017) Autonomy support enhances performance expectancies, positive affect, and motor learning. Psychol. Sport. Exerc., 31: 28-3410.1016/j.psychsport.2017.03.009
- 23. Lewthwaite R., Chiviacowsky S., Drews R., Wulf G. (2015) Choose to move: The motivational impact of autonomy support on motor learning. Psychon. Bull. Rev., 22(5): 1383-1388.10.3758/s13423-015-0814-725732095
- 24. Mullineaux D.R., Bartlett RM., Bennett S. (2001) Research methods and statistics in biomechanics and motor control. J. Sports Sci., 19: 739-760.10.1080/026404101317015410
- 25. Sanli E.A., Patterson J.T., Bray S.R., Lee T.D. (2013) Understanding self-controlled motor learning protocols through self-determination theory. Front. Psychol., 3: 611.10.3389/fpsyg.2012.00611
- 26. Ste-Marie D.M., Carter M.J., Law B., Vertes K., Smith V. (2016) Self-controlled learning benefits: Exploring contributions of self-efficacy and intrinsic motivation via path analysis. J. Sports Sci., 34(17): 1650-1656.10.1080/02640414.2015.113023626707002
- 27. Ste-Marie D.M., Vertes K.A., Law B., Rymal A.M. (2013) Learner-controlled self-observation is advantageous for motor skill acquisition. Front. Psychol., 3: 556.10.3389/fpsyg.2012.00556
- 28. Witkowski M.M., Bronikowski M., Nowik A., Tomczak M., Strugarek J., Króliczak G. (2018) Evaluation of the effectiveness of a transfer (interhemispheric) training program in the early stages of fencing training. J. Sports Med. Phys. Fitness., 58: 1368-1374.10.23736/S0022-4707.17.07556-9
- 29. Wulf G., Chiviacowsky S., Cardozo P. (2014) Additive benefits of autonomy support and enhanced expectancies for motor learning. Hum. Mov. Sci., 37: 12-20.10.1016/j.humov.2014.06.004
- 30. Wulf G., Chiviacowsky S., Drews R. (2015) External focus and autonomy support: Two important factors in motor learning have additive benefits. Hum. Mov. Sci., 40: 176-184.10.1016/j.humov.2014.11.01525589021
- 31. Wulf G., Freitas E.H., Tandy R.D. (2014) Choosing to exercise more: Small choices increase exercise engagement. Psychol. Sport. Exerc., 15(3): 268-271.10.1016/j.psychsport.2014.01.007
- 32. Wulf G., Iwatsuki T., Machin B., Kellogg J., Copeland C., Lewthwaite R. (2017) Lassoing skill through learner choice. J. Mot. Behav., 50(3): 285-292.10.1080/00222895.2017.1341378
- 33. Wulf G., Lewthwaite R. (2016) Optimizing performance through intrinsic motivation and attention for learning: the OPTIMAL theory of motor learning. Psychon. Bull. Rev., 23: 1382-1414.10.3758/s13423-015-0999-926833314
- 34. Wulf G., Lewthwaite R., Cardozo P., Chiviacowsky S. (2017) Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Q. J. Exp. Psychol., 71: 824-834.10.1080/17470218.2016.1276204
- 35. Wulf G., Raupach M., Pfeiffer F. (2005) Self-controlled observational practice enhances learning. Res. Q. Exerc. Sport., 76: 107-111.10.1080/02701367.2005.10599266