Overweight Stereotype Threat Negatively Impacts the Learning of a Balance Task

2015 ◽  
Vol 3 (2) ◽  
pp. 140-150 ◽  
Author(s):  
Priscila Lopes Cardozo ◽  
Suzete Chiviacowsky
Keyword(s):  
Individual Differences ◽  
Motor Learning ◽  
Intrinsic Motivation ◽  
Stereotype Threat ◽  
Motor Skills ◽  
Retention Test ◽  
Dynamic Balance ◽  
Perceived Competence ◽  
Overweight People ◽  
Balance Task

Several studies have demonstrated the detrimental effects of stereotype threat on the performance of academic and motor skills, while little attention has been given to the effects of stereotypical conditions on motor learning. The objective of the current study was to investigate the effects of overweight stereotype threat on women learning a balance task. Participants practiced 10 trials of a dynamic balance task and their learning was observed in a retention test one day later. Before practice, the stereotype threat (ST) group received instructions introducing the task as influenced by individual differences, whereby overweight people usually present worse outcomes. For the reduced stereotype threat group (RST), instructions informed them that the task was not influenced by individual differences. Participants also filled out a questionnaire measuring intrinsic motivation. The results showed that performance and learning, as well as perceived competence, were enhanced for participants of the RST group compared with participants of the ST group. The findings provide evidence that overweight stereotype threat affects the learning of motor skills.

Relatively Easy Criteria for Success Enhances Motor Learning by Altering Perceived Competence

2020 ◽  
pp. 003151252098123
Author(s):  
Takehiro Iwatsuki ◽  
Claude J. Regis
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Learning Outcomes ◽  
Perceived Competence ◽  
University Student ◽  
Success Criteria ◽  
Competence Scale ◽  
Circular Target ◽  
Intrinsic Motivation Inventory

The purpose of this study was to examine whether enhancing success expectation by providing relatively easy criteria for success would, in turn, enhance motor learning outcomes. Thirty university student participants threw soft-golf balls towards a circular target, using their non-dominant arm; they performed seven blocks of 12 trials from a distance of 5.5 meters on Day 1, and one block of 12 trials on separate retention and transfer tests on Day 2. After the first block on Day 1, participants were randomly assigned to one of two groups in which they practiced the remaining six blocks of 12 trials: (a) one with relatively easy success (RES) criteria or (b) one with difficult success (DS) criteria. After the practice, we administered a perceived competence scale, a sub-scale of the Intrinsic Motivation Inventory (IMI). On Day 2, participants in the RES group outperformed those in the DS group on both the retention and transfer tests, showing enhanced motor learning. The RES group also self-reported higher perceived competence than the DS group, indicating that the mechanism for benefiting from easier success criteria may have been an alteration in participants’ perceived competence.

scholarly journals The effect of overweight stereotype threat on children’s motor learning

Psihologija ◽  
2020 ◽  
pp. 36-36
Author(s):  
Maryam Rabeinia ◽  
Esmaeel Saemi ◽  
Rasool Abedanzadeh
Keyword(s):  
Motor Learning ◽  
Stereotype Threat ◽  
Retention Test ◽  
Motor Performance ◽  
Individual Characteristics ◽  
Acquisition Phase ◽  
Control Group ◽  
And Control

The purpose of the present study was to investigate the effect of overweight stereotype threat on children?s motor learning. Twenty-four children (Mage = 9.25 ? 0.53 years) were conveniently selected and randomly assigned into two groups of stereotype threat (with emphasis on individual characteristics, namely, overweight) and control group. The task consisted of maintaining the balance on the stabilometer during 30-second trials. One trial in the pre-test, 10 trials in the acquisition phase and 5 trials in the retention test were run. The findings revealed lower motor learning among the overweight stereotype group compared to the control group. Therefore, it is suggested that in similar situations, coaches can reduce stereotype threat emphasizing on the ineffectiveness of individual characteristics, i.e., overweight on motor performance of children thereby prevent performance and learning disruptions.

scholarly journals Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, and Intrinsic Motivation

2021 ◽  
Vol 9 (3) ◽  
pp. 69-95
Author(s):  
Juming Jiang ◽  
Misaki Kusamoto ◽  
Ayumi Tanaka
Keyword(s):  
Individual Differences ◽  
Environmental Factors ◽  
Intrinsic Motivation ◽  
Current Literature ◽  
Perceived Competence ◽  
Monetary Reward ◽  
Moderating Effects ◽  
Dependent Variables

This study examines the effects of external environmental factors, specifically monetary reward and choice, on intrinsic motivation, and tests whether they are moderated by individual differences in causality orientation. We randomly assigned 103 undergraduates to one of four conditions: reward (reward vs. no reward) × choice (choice vs. no choice). Participants were given puzzles to solve in the experimenters' presence, which they were free to continue tackling when the experimenters left the room. We measured the time spent solving puzzles when free to choose other activities, task enjoyment, and perceived competence as dependent variables. Interest in puzzles was unaffected by receiving a reward in participants with high autonomy orientation but dropped significantly in participants with low autonomy orientation. Choice over the task increased competence in participants with high autonomy orientation but lowered competence in low autonomy orientation. Finally, we found no significant effects on time spent on puzzles. The present study contributes to current literature regarding the causes of differences in performance in various achievement settings.

scholarly journals Lack of cerebellar tDCS effects on learning of a complex whole body dynamic balance task in middle-aged (50–65 years) adults

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
M. Rauscher ◽  
F. Yavari ◽  
G. Batsikadze ◽  
N. Ludolph ◽  
W. Ilg ◽  
...  
Keyword(s):  
Motor Learning ◽  
Dynamic Balance ◽  
Whole Body ◽  
Middle Aged ◽  
Balance Task ◽  
Negative Findings ◽  
Cerebellar Tdcs ◽  
Double Blinded ◽  
Body Dynamic ◽  
Healthy Participants

Abstract Background Cerebellar transcranial direct current stimulation (tDCS) is widely considered as a promising non-invasive tool to foster motor performance and learning in health and disease. The results of previous studies, however, are inconsistent. Our group failed to provide evidence for an effect of cerebellar tDCS on learning of a complex whole body dynamic balance task in young and healthy participants. Ceiling effects in the young study population are one possible explanation for the negative findings. Methods In the present study, we therefore tested 40 middle-aged healthy participants between the ages of 50 to 65 years. Participants received either anodal or sham cerebellar tDCS using a double-blinded study design while performing a balance task on a Lafayette Instrument 16,030 stability platform®. Mean platform angle and mean balance time were assessed as outcome measures. Results Significant learning effects were found in all participants. Balancing performance and learning rate was significantly less in the group of middle-aged adults compared to our previous group of young adults. No significant effects of cerebellar tDCS were observed. Conclusions Our findings are in line with other studies that have failed to prove robust effects of cerebellar tDCS on motor learning. The present findings, however, do not exclude cerebellar tDCS effects. tDCS effects may be more prominent after repeated stimulation, using other stimulus parameters, in patient populations, or in other motor learning tasks. Trial registration Not applicable.

Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning

2018 ◽  
Vol 71 (4) ◽  
pp. 824-831 ◽  
Author(s):  
Gabriele Wulf ◽  
Rebecca Lewthwaite ◽  
Priscila Cardozo ◽  
Suzete Chiviacowsky
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Retention Test ◽  
Autonomy Support ◽  
Attentional Focus ◽  
Psychonomic Bulletin ◽  
External Focus ◽  
Optimal Theory ◽  
Triple Play ◽  
Comparative Feedback

In the OPTIMAL theory of motor learning [Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382-1414], 3 factors are postulated to facilitate learning: enhanced expectancies (EE) for performance, autonomy support (AS), and an external focus (EF) of attention. In 3 recent studies, combinations of 2 of these variables resulted in superior learning relative to the presence of only 1 variable, or none. We examined whether the combination of all 3 factors would enhance learning relative to combinations of 2 factors. Our design included EE–AS, EE–EF, AS–EF, and AS–EE–EF groups. Participants threw balls at a target with their non-dominant arm. In the EE conditions, they received positive social–comparative feedback. In the AS conditions, they were allowed to throw with their dominant arm on trial blocks chosen by them. In the EF conditions, participants were asked to focus on the target. On a delayed retention test, the AS–EE–EF group outperformed all other groups. The findings provide evidence that enhanced expectancies, autonomy support, and an external focus can contribute in an additive fashion to optimize motor learning.

scholarly journals Effects of a 6-week core stabilization training program on dynamic balance and trunk stabilization endurance of horse riders

2021 ◽  
Author(s):  
Nicholas H. K. Lam ◽  
Wai Man Lau ◽  
Tin Lap Lau
Keyword(s):  
Training Program ◽  
Dynamic Balance ◽  
Measurement Tool ◽  
Balance Test ◽  
Core Stabilization ◽  
Balance Task ◽  
Postural Stabilization ◽  
Left And Right ◽  
Back Extensor ◽  
Swiss Ball

AbstractThe purpose of this study was to examine the effectiveness of a 6-week core stabilization training program (CSTP) in improving dynamic balance and back-extensor endurance of horse riders; and develop a measurement tool in assessing the dynamic postural stabilization endurance for horse riders. Twelve male horse riders (age: 23.58 ± 1.93 years; height: 165.09 ± 4.60 cm; weight: 56.53 ± 4.75 kg; experience in horse racing: 1.75 ± 0.34 years) completed 12 training sessions in 6 weeks. Subjects performed the CSTP with two progressions. CSTP started with the basic consciousness activation exercises, and then eliminated visual feedback in dynamic balance task on unstable surfaces and finished with switching the center of gravity. Moderate-to-large difference was demonstrated in the Y-Balance test scores for right leg (102.81 ± 8.32 vs 106.471 ± 4.35 cm, d = 0.55, 95% CL 0.00 to 1.08) and left leg (102.04 ± 3.20 vs 106.29 ± 3.62 cm, d = 1.25, 95% CL 0.41 to 2.05) following 6 weeks CSTP. However, trivial to small differences was reported between left and right leg in pre (d = 0.12, 95% CL − 0.49 to 0.73) and post 6-week CSTP (d = 0.04, 95% CL − 0.69 to 0.78). Biering–Sørensen test (BST) shows largely greater performance after 6-week CSTP (98.3 ± 30.1 vs 131.8 ± 19.0 s, d = 1.33, 95% CL 0.54–2.09). A novel measurement, Swiss ball four-point kneeling test was shown to be correlated with the change in BST (r = 0.633).

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

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