Effects of self-controlled knowledge of performance on motor learning and self-efficacy: A kinematic study

Abstract

Study aim: To evaluate the effects of providing the learners with self-controlled knowledge of performance (KP) on motor learning and self-efficacy (SE) in a dart-throwing motor task. Material and methods: The participants were thirty female university students who were divided into two groups including self-control and yoked groups. Participants performed five blocks of five trials in the acquisition phase, and retention and transfer tests of 10 trials one day later. Intra-limb coordination patterns (movement pattern), throwing scores, and SE (both movement pattern and movement outcome) were measured as dependent variables. Independent t test and one-way ANOVA with repeated measures were used as statistical tests. Results: The self-controlled group performed significantly better than yoked group on movement pattern during the acquisition phase (F1,28 = 24.239, p = 0.001) and the retention test (t28 = –3.074, p = 0.007). However, there were no significant differences between groups in terms of throwing scores and SE during the acquisition, retention, and transfer phases (all p > 0.05). Conclusion: Providing self-controlled KP can improve learning of movement pattern in the novices but do not necessary increase movement outcome or SE.

Effects of Enhanced Expectancies and Autonomy Support on Learning Medical Motor Skills

“…Self-efficacy is, for the most part characterized as the conviction in one's capacity to succeed in particular circumstances or to perform a skill (2). Several studies have tested the effects of the instructions based on the motivational and attentional factors in the OPTIMAL theory (i.e., enhanced expectancies, AU, and external focus of attention) and found that these factors positively affect performance and self-efficacy in a variety of motor tasks and across a range of age groups (3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16).…”