Motivational Effects of Enhanced Expectancies for Motor Learning in Individuals With High and Low Self-Efficacy

Abstract

Previous research has shown that enhanced expectancies can foster a person’s motivational state and facilitate motor learning. However, the effects of enhanced expectancies on motivational state and subsequent motor learning in individuals with varied motivational states (e.g., self-efficacy; SE) are not well understood. This study examined the effects of enhanced expectancies on motivational state and motor learning in individuals with high and low SE by manipulating the type of knowledge of results (KR). We selected 60 participants from 251 male undergraduate students, based on their SE level, and assigned them to four groups: (a) Good Performance KR and High SE, (b) Poor Performance KR and High SE, (c) Good Performance KR and Low SE, and (d) Poor Performance KR and Low SE. We asked participants to throw beanbags at a target with their nondominant hand during an acquisition phase (10 blocks of six trials each) and during subsequent retention and transfer tests. During acquisition, the Good KR groups received KR from their three most accurate trials in each training block, whereas the Poor KR groups received KR from their three poorest attempts in each block. We measured accuracy scores and changes in SE as dependent variables. Results showed that KR from good trials, relative to KR from poor trials, led to better accuracy scores during acquisition and retention and transfer tests, independent of participants’ initial SE levels. Moreover, KR on good trials enhanced SE in the Good KR and Low SE group and kept SE at a high level in the Good KR and High SE group during acquisition and on the retention and transfer tests. These results provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning, and we discuss results in terms of the potential effects of positive feedback on motor performance in professional athletes.

Effects of external focus of attention on learning static balance among girls with ADHD

“…Based on the OPTIMAL theory, practice conditions that facilitate motor performance and learning are (a) enhanced expectancies, (b) autonomy support and (c) external focus of attention. In this theory, enhanced expectancies and autonomy support are con sidered as motivational factors and have been well investigated by previous research [7,9,13,14]. In addition, external focus of attention is consid ered as an attentional factor, which optimizes performance and learning a new motor skill [24].…”

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).…”