| scholarly article | Q13442814 |
| P356 | DOI | 10.2466/PMS.1995.81.2.627 |
| P698 | PubMed publication ID | 8570369 |
| P2093 | author name string | Kim J | |
| Singer RN | |||
| Janelle CM | |||
| P2860 | cites work | Knowledge of results and motor learning: A review and critical reappraisal | Q30463713 |
| Reduced frequency of knowledge of results enhances motor skill learning | Q30463817 | ||
| Self-regulation training in sport and work | Q39564069 | ||
| Augmented Kinematic Feedback for Motor Learning | Q46188432 | ||
| P433 | issue | 2 | |
| P407 | language of work or name | English | Q1860 |
| P304 | page(s) | 627-634 | |
| P577 | publication date | 1995-10-01 | |
| P1433 | published in | Perceptual and Motor Skills | Q7167029 |
| P1476 | title | Subject-controlled performance feedback and learning of a closed motor skill. | |
| P478 | volume | 81 |
| Q51852359 | Allowing learners to choose: self-controlled practice schedules for learning multiple movement patterns. |
| Q48288673 | Anodal transcranial direct current stimulation over the primary motor cortex does not enhance the learning benefits of self-controlled feedback schedules |
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| Q52017322 | Benefits of self-control in dyad practice. |
| Q47274531 | Changes in motor performance and mental workload during practice of reaching movements: a team dynamics perspective |
| Q46784260 | Choices enhance punching performance of competitive kickboxers. |
| Q40033670 | Comparing the Effects of Self-Controlled and Examiner-Controlled Feedback on Learning in Children With Developmental Coordination Disorder |
| Q51821424 | Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context. |
| Q33887575 | Effects of attentional focus, self-control, and dyad training on motor learning: implications for physical rehabilitation |
| Q52140858 | Enhancing Training Efficiency and Effectiveness Through the Use of Dyad Training. |
| Q41040063 | Examining the Preferred Self-Controlled KR Schedules of Learners and Peers During Motor Skill Learning |
| Q36508112 | Extrinsic feedback for motor learning after stroke: what is the evidence? |
| Q46111053 | Lassoing Skill Through Learner Choice |
| Q90328322 | Movement pattern biofeedback training after total knee arthroplasty: Randomized clinical trial protocol |
| Q47378035 | Relatedness support enhances motor learning |
| Q47142895 | Self-Control of Haptic Assistance for Motor Learning: Influences of Frequency and Opinion of Utility |
| Q50587528 | Self-Control of Task Difficulty During Early Practice Promotes Motor Skill Learning. |
| Q51812588 | Self-control of feedback during motor learning: accounting for the absolute amount of feedback using a yoked group with self-control over feedback. |
| Q48466471 | Self-control of task difficulty during training enhances motor learning of a complex coincidence-anticipation task |
| Q51852355 | Self-controlled amount of practice benefits learning of a motor skill. |
| Q36201673 | Self-controlled feedback facilitates motor learning in both high and low activity individuals |
| Q52008774 | Self-controlled feedback: does it enhance learning because performers get feedback when they need it? |
| Q91899092 | Self-controlled practice and nudging during structural learning of a novel control interface |
| Q50643476 | Self-controlled practice enhances motor learning in introverts and extroverts. |
| Q30464181 | Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task |
| Q30465115 | The effects of augmented kinematic feedback on motor skill learning in rifle shooting |
| Q36225235 | The effects of self-controlled video feedback on the learning of the basketball set shot. |
| Q36455326 | Too much of a good thing: random practice scheduling and self-control of feedback lead to unique but not additive learning benefits |
| Q38083638 | Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory. |
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