Test anxiety, motor performance and learning: Attentional and somatic interference

Abstract

The effects of test instructions and anxiety (trait anxiety, cognitive and somatic state anxiety) on motor performance and learning were examined. A transfer paradigm (practice trial, rest interval, and transfer trial) was employed to analyse motor learning effects. In Experiment 1 subjects were allowed to perform the motor tasks completely in both trials, with no time limitations. Results showed that, in the first trial, test instructions slowed down performance only in the high-demanding tasks and fine tasks, and trait anxiety and cognitive state anxiety were associated to slight performance impairments only in the high-demanding tasks. Neither test instructions, nor trait anxiety or state anxiety were detrimental to performance in the transfer trial. In Experiment 2, with a limited and insufficient time to complete the tasks during the first trial, performance in the transfer trial was not affected in any of the tasks by either test instructions, trait anxiety or state anxiety. It is suggested that test conditions and anxiety may impair external performance, as a function of attentional interference; but they may not impair learning, as their effects are only transient. Alternative interpretations are discussed.