Knowledge of results after relatively good trials enhances self-efficacy and motor learning

Saemi, Esmaeel; Porter, Jared M.; Ghotbi-Varzaneh, Ahmad; Zarghami, Mehdi; Maleki, Farzad

doi:10.1016/j.psychsport.2011.12.008

Cited by 114 publications

(101 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, feedback emphasizing successful performance, while ignoring less successful attempts, benefited learning. Feedback after good trials has also been found to increase perceptions of competence (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011;Saemi et al, 2011) and self-efficacy (Badami et al, 2012;Saemi et al, 2012). The conviction that one is doing well, and the confidence in being able to perform well in the future, or their correlates such as positive affect, are conditions consistent with optimal performance and learning.…”

Section: Positive Feedbackmentioning

confidence: 99%

“…An underappreciated function of feedback in the motor learning literature has been its influence on the performer's motivational state. In a series of recent studies, providing learners with feedback after "good" trials, compared with "poor" trials, resulted in more effective learning (Badami, VaezMousavi, Wulf, & Namazizadeh, 2012;Chiviacowsky & Wulf, 2007;Chiviacowsky, Wulf, Wally, & Borges, 2009;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012;Saemi, Wulf, Varzaneh, & Zarghami, 2011). In those studies, feedback about task performance was given after blocks of trials.…”

Section: Positive Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

View full text Add to dashboard Cite

Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners' autonomy, and (c) an external focus of attention on the intended movement effect. We propose the OPTIMAL (Optimizing Performance through Intrinsic Motivation and Attention for Learning) theory of motor learning. We suggest that motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions. We provide explanations for the performance and learning advantages of these variables on psychological and neuroscientific grounds. We describe a plausible mechanism for expectancy effects rooted in responses of dopamine to the anticipation of positive experience and temporally associated with skill practice. Learner autonomy acts perhaps largely through an enhanced expectancy pathway. Furthermore, we consider the influence of an external focus for the establishment of efficient functional connections across brain networks that subserve skilled movement. We speculate that enhanced expectancies and an external focus propel performers' cognitive and motor systems in productive "forward" directions and prevent "backsliding" into self-and non-task focused states. Expected success presumably breeds further success and helps consolidate memories. We discuss practical implications and future research directions.Keywords Motivation . Attentional focus . Self-efficacy . Positive affect . Dopamine . Motor performance Skilled movement is fundamental to surviving and thriving in the world and the basis as well for many of the highest human endeavors and cultural achievements, from sport to art to music. How people learn and relearn movement skills has been addressed from a number of disparate scientific perspectives and levels of analysis, including behavioral, social cognitive, neurophysiological, and neurocomputational. In part, differences in assumptions, scientific terminology and philosophy, as well as methodological approaches have made scholarly rapprochement challenging, but we see the end goal of optimizing motor learning as important. We suggest that it may be valuable to bring recent insights from various approaches together to identify a coherent way forward that can result in optimized learning from humans' earliest encounters with new motor skills to the lifelong development of motoric expertise.It is typically considered time to look afresh at dominant theories in a field when the accumulating evidence suggests that old frameworks cannot account for substantial new insights an...

show abstract

Section: Positive Feedbackmentioning

confidence: 99%

Section: Positive Feedbackmentioning

confidence: 99%

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

2016

View full text Add to dashboard Cite

show abstract

“…These results were repeated in the studies of Chiviacowsky et al (2009), Saemi et al (2012, and Badami et al (2012) on the effect of feedback after good and successful trials. Since the studies done in good and poor trials utilized single tasks, we made use of continuous motor tasks to highlight the effects of feedback after good trials and poor trials on them.…”

Section: Introductionmentioning

confidence: 88%

“…Furthermore, feedback after good and poor trials is a type of self-controlled feedback which is provided for the best and worst trials based on the participants' demands. In most of the studies done in feedback after good and poor trials, such as an overhand throwing task (Chiviacowsky & Wulf, 2002, 2007Chiviacowsky et al, 2009;Saemi, Porter, Ghotbi-Varzaneh, Zarghami, & Maleki, 2012) and Golf putting task (Badami, VaezMousavi, Wulf, & Namazizadeh, 2011) were used. All these studies are a single task in which the movement plan is scheduled prior to performance.…”

Section: Introductionmentioning

confidence: 99%

“…Unlike discrete skill tasks, continuous skill tasks need variables like feedback and error recognition (Schmidt & Lee, 2005). Therefore, utilizing feedback can be influential on the improvement of learning and motor performance in continuous skill tasks; discrete skill tasks have been dealt with in previous studies (Badami et al, 2011;Saemi et al, 2012). However, it seems that feedback on successful and unsuccessful attempts in continuous skill tasks can provide us with more information about the mechanism of effectiveness concerning this type of feedback.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation