Onward and upward: Optimizing motor performance

Abstract

In the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016), three factors are postulated to facilitate motor performance and learning: Enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. We examined whether EE, AS, and EF would have immediate performance benefits and whether implementing these factors consecutively would lead to incremental performance increases. Participants were assigned to the optimized or control groups and performed a maximal jump. After the first trial block (baseline), optimized group participants were provided different conditions on each of the following 3 blocks: (a) Positive social-comparative feedback (EE); (b) choice of figure on the ground from which to jump (AS); and (c) instructions to focus on a marker on their waist (EF). The order of conditions was counterbalanced. Control group participants performed all 4 blocks under the same (control) condition. The optimized group outperformed the control group on Blocks 2-4. Moreover, their jump height increased with each addition of another variable, whereas it did not change across blocks in the control group. Thus, EE, AS, and EF had additive or incremental benefits for performance. The findings corroborate the importance of key variables in the OPTIMAL theory for motor performance.

Real-time feedback by wearables in running: Current approaches, challenges and suggestions for improvements

“…Promoting perceived competence is important for motivation, learning and performance (Wulf & Lewthwaite, 2016). Providing positive feedback during/after successful performance, while ignoring less successful performances generally increases perceived competence and benefits learning and motivation (Chua, Wulf, & Lewthwaite, 2018;Wulf & Lewthwaite, 2016;Wulf, Lewthwaite, Cardozo, & Chiviacowsky, 2018). Continuously informing a runner of errors is therefore not optimal to increase perceived competence and hence motivation (Colley et al, 2018) and also not for learning because the runner is only informed about what is wrong and not how to correct it (Jensen & Mueller, 2014).…”

“…• Autonomy reflects the ability to exercise control and numerous studies have shown that an enhanced perceived autonomy improves learning. Being able to choose when feedback is received, for example, led to enhanced learning in several discrete skills (Chua et al, 2018;Wulf & Lewthwaite, 2016;Wulf et al, 2018). Anecdotal evidence shows that runners also like to select the type of data provided as feedback (Kuru, 2016) and like to be in control of the extent to which they receive feedback (Mueller et al, 2010).…”

“…The focus of attention can be broadly divided into an external focus on the intended movement effect, or internal focus, on the (coordination of) body parts or movement execution. An external focus generally leads to better performance and learning compared to an internal focus in a variety of skills, including running (Chua et al, 2018;Hill, Schucker, Hagemann, & Strauss, 2017;Schücker, Knopf, Strauss, & Hagemann, 2014;Schücker & Parrington, 2018;Schücker, Schmeing, & Hagemann, 2016;Wulf, 2013;Wulf & Lewthwaite, 2016;Wulf et al, 2018). It is however important to distinguish between an internal focus whereby the individual only monitors physical sensations or attempts to modify technique, with only the latter one being detrimental to performance and potentially learning (Schücker et al, 2014;Vitali et al, 2019).…”

Can We Capitalize on Central Nervous System Plasticity in Young Athletes to Inoculate Against Injury?

“…Specifically, OPTIMAL theory identifies three distinct and partially independent motivational (enhanced expectancies, autonomy support) and attentional (external focus) motor learning factors/principles (i.e., "pillars") theorized to leverage the capacity for CNS plasticity to achieve enhanced motor behavior through adaptive neuroplasticity [160]. Further, the pillars of OPTIMAL motor learning can be combined for more robust, additive effects [1,23,102,103,106,128,161], but a conceptual framework for application of OPTIMAL theory in the context of ACL injury management strategies in youth-inclusive of prevention, rehabilitation, and exercise performance more generally-has yet to be proposed. A better mechanistic understanding regarding the role of motor learning on the CNS may help practitioners 'buy-in' and implement such methods in practice.…”

Verbesserung motorischen Lernens in der Neurorehabilitation

“…Während jeder dieser einzelnen Faktoren an sich wichtig ist, zeigen die jüngsten Ergebnisse, dass sich deren Effekte aufaddieren [5]. Wenn alle drei Faktoren vorhanden sind, führt das zu den effektivsten Lernergebnissen [28].…”