Effects of frequency of feedback on the learning of motor skill in individuals with cerebral palsy.

The team worked with kids who have cerebral palsy. Each child practiced throwing darts at a target.

Some kids heard how they did after every throw. Others heard feedback only half the time. The coaches then checked who kept the skill the next day.

Kids who got feedback every other throw learned the dart skill better. Kids who heard feedback every throw did worse and forgot more.

Less talking, more learning: cutting feedback in half helped the brain hold on to the new motor plan.

Macdonald (1973) saw the same pattern in children with cleft palate. A simple light that blinked only half the time cut nasal speech faster than a light every time.

Wine et al. (2019) looks like a clash at first. They gave adults workplace feedback at different times and saw no change in skill. The key difference: adults had stable jobs and easy tasks, so extra feedback did not help or hurt. Kids with CP face a harder motor problem, so feedback dose still matters.

Levac et al. (2012) scoping review lists feedback type as one of eleven active parts in computer play rehab. Hemayattalab et al. (2010) now shows that dose, not just type, must be planned.

When you teach any motor skill—buttoning, writing, using a walker—give feedback every other try. Praise or correct only after selected attempts. This simple skip keeps the learner’s brain engaged and builds stronger retention. Try it in your next session and track the difference across one week.