Can Feedback Promote Motor Skill Acquisition in Physical Education? An Updated Trial Sequential Meta-Analysis

Purpose : This study aims to clarify the effectiveness of feedback in promoting motor skill acquisition among students in physical education. Method : A comprehensive search of Scopus, Web of Science, and EBSCOHost databases was conducted through August 2024. Risk of bias was assessed using the Cochrane tool, and data analysis was performed with Review Manager 5.4 and Trial Sequential Analysis software. Results : The meta-analysis of 20 studies ( N = 1,162) found that feedback significantly improved motor skill acquisition in physical education ( Z = 5.63; p < .01; standardized mean differences = 0.95; 95% confidence interval [0.62, 1.28]), including complex ( Z = 3.68; p < .01; standardized mean differences = 0.82; 95% confidence interval [0.38, 1.25]) and simple motor skills ( Z = 5.14; p < .01; standardized mean differences = 0.83; 95% confidence interval [0.51, 1.15]). However, trial sequential analysis suggested potential false positives, as the Z curve crossed only the traditional boundary. Conclusion : Although feedback enhances motor skill learning in physical education, the evidence is not yet conclusive, necessitating further research to substantiate these findings.