Abstract
The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.
Highlights
SELF-CONTROLLED PRACTICE There are many instances where individuals engage in movement activities, unprompted in order to try something new, challenge themselves on an already learned skill, or develop new skills. Ryan and Deci (2007, p. 2) describe this type of inherent inclination to engage in activities as intrinsic motivation
The purpose of the present review was to offer a theoretical interpretation of the motor learning advantages associated with a self-controlled practice context
Within the motor learning literature, our review suggests that a self-controlled practice context is facilitating such factors as autonomy and competence of the learner, thereby supporting the psychological environment and psychological needs of the learner, leading to long term changes to a desired behavior
Summary
SELF-CONTROLLED PRACTICE There are many instances where individuals engage in movement activities, unprompted in order to try something new, challenge themselves on an already learned skill, or develop new skills. Ryan and Deci (2007, p. 2) describe this type of inherent inclination to engage in activities as intrinsic motivation. A number of studies in the motor learning domain have examined the advantages of providing the learner control over a portion of their practice context as a method of expediting skill acquisition. Our purpose for the present review is to provide a theoretical interpretation of the motor learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). One factor suggested to underlie the learning advantages in a self-controlled practice motor learning context is the increased motivation of the learner to adhere to the task goal. Despite the importance of motivation in facilitating motor skill learning (see Lewthwaite and Wulf, 2012 for review), a limitation of the motor learning research examining the benefits of a self-controlled practice context is that heightened motivation underlying the learning advantages has been assumed rather than directly measured and quantified. VE variability in the difference between goal and actual times |CE| difference between goal time and actual performance
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