The effects of perceived competence and self-controlled goal setting on motor learning

Abstract

PurposeOn the basis of the assumptions that motor learning involves a process in which the learner gains competence on a task, and perceived competence is closely related to the achievement of a goal and the perception of control, this study investigated the effects of perceived competence and self-controlled goal setting on motor learning.MethodsSixty right-handed volunteers, both male (<i>n</i> = 28) and female (<i>n</i> = 32), with an average age of 26.35 years (± 6.29) took part in this experiment. The motor learning task was the field tennis forehand stroke. The experiment involved 2 phases: acquisition and transfer. The acquisition phase consisted of 180 trials performed across 3 days. The transfer test comprised 10 trials under a modified ball flight velocity condition. The participants were divided into 3 groups depending on the level of perceived competence (high, moderate, and low). Furthermore, each group was subdivided into choice (self-controlled goal setting) and yoked groups.ResultsPerformance of the high perceived competence group was superior to that in the low perceived competence group; there was no significant increase in the perception of competence in both groups. Learning was similar for self-controlled and yoked groups.ConclusionsThe findings allow us to conclude that the higher the perceived competence, the better the performance in the acquisition and transfer. Moreover, the control on goal setting did not provide an additional positive effect on motor skill learning in individuals of different levels of perceived competence.