The Effect of Success Criteria on the Performance and Learning of the Dart-Throwing Skill in Female Students: A Metacognitive Study

Abstract

Background: Motor skill learning is influenced by cognitive and metacognitive factors. Among these factors, the success criterion serves as a key reference point that guides learners’ performance and self-regulatory processes. Objectives: This study investigated the effects of success criteria on the performance and learning of a dart-throwing skill in female students using a metacognitive approach. Methods: Success criteria were manipulated via task parameters. Three self-regulated distance groups practiced with a small target (Small-T), a large target (Large-T), or a standard target (Std-T), with the target condition manipulated by varying the throwing distance. One self-regulated target group selected the target size (small, standard, or large) at a standard throwing distance before each block of trials (Fixed-D). Participants first completed a pre-test (one block of 10 trials), followed by an acquisition phase (five blocks of 10 trials), an immediate retention test (one block of 10 trials), and, 1 week later, delayed retention and transfer tests (one block of 10 trials each). Results: During the acquisition phase, the self-regulated distance (SRD) group with the standard target (Std-T) demonstrated the highest performance. In the immediate retention test, all groups showed significant improvement. However, in the transfer test, both self-regulated groups, SRD (Std-T) and SRD (Large-T), demonstrated the strongest performance (P < 0.05). Conclusions: These findings highlight the importance of success criteria in motor skill learning and indicate that distance-based self-regulation facilitates more effective feedback, thereby improving performance and skill retention.