Abstract
We evaluated if and how success perceptions, through target size manipulations, impact processes related to motor learning. This work was based on recent literature suggesting that expectations and self-efficacy exert a direct impact on learning. We measured arousal, kinematics, learner expectancies, motivation, and outcomes in a dart-throwing task. Novices (n = 29) were assigned to either a “Large-target” (horizontal target, 10-cm high) or “Small-target” (2-cm high) group for practice (t = 90), and both groups completed 24-h retention tests. The Small-target group took longer to plan and process feedback in the pre-throw and post-throw periods, respectively, and showed larger joint amplitudes early in practice compared to the Large-target group. As predicted, the Large-target group made more hits and had heightened outcome expectancies compared to the Small-target group. Surprisingly, only the Large-target group performed better than they expected. Despite the Large-target group having more target hits, enhanced expectancies, and more unexpected success, this group did not outperform the Small-target group on behavioural indices of performance and learning. This research questions assumptions and results related to success-related manipulations for task performance and mechanisms related to target size manipulations.
Highlights
Enhanced expectancies of success have been shown to positively impact motor learning, which has led researchers to propose a significant role for affective and/or socio-cognitive processes in theories of motor learning [1]
If enhanced success perceptions are beneficial to motor learning, we would expect a group practicing throwing to a large target (Large-target group) to be more accurate than a group practicing throwing to a small target (Small-target group) in retention
Discussion and included process measures to help determine how Our target size manipulations and success-related variables potentially motor learning and aim was to test for success-related influences on motor learningimpact through manipulations to might subsequent groupthat differences
Summary
Enhanced expectancies of success have been shown to positively impact motor learning, which has led researchers to propose a significant role for affective and/or socio-cognitive processes in theories of motor learning [1]. The prevalent view on affective and socio-cognitive processes was that they influenced motor learning through indirect means. It was thought that practice manipulations promoting positive affect or heightened expectancies resulted in greater motivation, so that learners exerted more time and effort in further practice. This view has been challenged in studies where enhanced expectancies or success perceptions were shown to have a direct and immediate positive impact on motor learning, whilst controlling for the amount of practice received by learners
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