Investigating the Mechanisms Underlying the Effects of an Incidental Choice on Motor Learning

The present study investigated whether motivation and augmented feedback processing explain the effect of an incidental choice on motor learning, and examined whether motivation and feedback processing generally predict learning. Accordingly, participants were assigned to one of two groups, choice or yoked, then asked to practice a nondominant arm beanbag toss. The choice group was allowed to choose the color of the beanbag with which they made the toss, whereas the yoked group was not. Motor learning was determined by delayed-posttest accuracy and precision. Motivation and augmented feedback processing were indexed via the Intrinsic Motivation Inventory and electroencephalography, respectively. We predicted the choice group would exhibit greater motor learning, motivation, and augmented feedback processing, and that the latter two variables would predict learning. Results showed that an incidental choice failed to enhance motor learning, motivation, or augmented feedback processing. In addition, neither motivation nor augmented feedback processing predicted motor learning. However, motivation and augmented feedback processing were correlated, with both factors predicting changes in practice performance. Thus, results suggest the effect of incidental choices on motor learning may be tenuous, and indicate motivation and augmented feedback processing may be more closely linked to changes in practice performance than motor learning.

Download Full-text

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

Perceptual and Motor Skills ◽

10.1177/0031512520981237 ◽

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.

Download Full-text

Choices Over Feedback Enhance Motor Learning in Older Adults

Journal of Motor Learning and Development ◽

10.1123/jmld.2016-0031 ◽

2017 ◽

Vol 5 (2) ◽

pp. 304-318 ◽

Cited By ~ 4

Author(s):

Suzete Chiviacowsky ◽

Helena Thofehrn Lessa

Keyword(s):

Older Adults ◽

Motor Learning ◽

Motor Skills ◽

Present Experiment ◽

Autonomy Support ◽

Absolute Error ◽

Augmented Feedback ◽

Choice Group ◽

To Receive

Granting learners autonomy over certain aspects of the practice context—for example, by providing them with the opportunity to choose when to receive augmented feedback or observe a model—has been consistently shown to facilitate the acquisition of motor skills in several populations. However, studies investigating the provision of autonomy support to older adults remain scarce. The purpose of the present experiment was to investigate the effects of providing choice over feedback on motor learning in older adults. Participants were divided into two groups, choice and no-choice, and practiced 36 trials of a linear positioning task. Before each block of six trials, participants from the choice group were given the choice to control, or not, when to receive feedback in the block. No-choice group participants received feedback according to the same schedule as their choice group counterparts, but they could not choose when to receive it. Two days later, participants of both groups performed retention and transfer tests. The choice group demonstrated lower absolute error scores during transfer compared with the no-choice group. The findings reinforce outcomes of previous autonomy support studies and provide the first evidence that choice over feedback can enhance the learning of motor skills in older adults.

Download Full-text

The Effect of Choice on Motor Learning for Learners With Different Levels of Intrinsic Motivation

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2018-0011 ◽

2019 ◽

Vol 41 (3) ◽

pp. 159-166 ◽

Cited By ~ 1

Author(s):

Sachi Ikudome ◽

Kou Kou ◽

Kisho Ogasa ◽

Shiro Mori ◽

Hiroki Nakamoto

Keyword(s):

Motor Learning ◽

Intrinsic Motivation ◽

Learning Situation ◽

Task Motivation ◽

Choice Group ◽

Dart Throwing ◽

Main Effects ◽

Positive Effect ◽

Different Levels

This study examines whether the positive effect of choice on motor learning in a dart-throwing task varies by intrinsic motivation. Participants were allocated to a highly motivated or less-motivated group based on measured task motivation and randomly to a Choice or No Choice group. In Experiment 1, participants in the Choice group chose their dart color. In Experiment 2, they chose when to observe a model demonstration. Results showed that the effect of choice on motor learning differed between highly and less-motivated participants in Experiment 1 (i.e., interaction between motivation and choice) but not Experiment 2 (i.e., main effects of motivation and choice). Specifically, motor learning was enhanced in less-motivated but not highly motivated participants when choosing dart color, while it was enhanced regardless of initial intrinsic motivation when choosing model-demonstration time. Therefore, external provision of choice in a motor-learning situation may not be equally effective across learners.

Download Full-text

Positive feedback praising good performance does not alter the learning of an intrinsically motivating task in 10-year-old children

European Journal of Human Movement ◽

10.21134/eurjhm.2020.45.5 ◽

2020 ◽

Vol 45 ◽

pp. 46-54

Author(s):

Ricardo Drews ◽

Go Tani ◽

Priscila Lopes Cardozo ◽

Suzete Chiviacowsky

Keyword(s):

Motor Learning ◽

Intrinsic Motivation ◽

Positive Feedback ◽

Movement Time ◽

Motivational Constructs ◽

Feedback Learning ◽

Potential Benefits ◽

Practice Trials ◽

And Control ◽

Intrinsic Motivation Inventory

Several studies have provided evidence for the importance of motivation in motor learning. The present study investigates whether providing positive feedback as statements praising good performance would benefit children’s motor learning when compared to a no-praise condition. Thirty 10-year-old children divided into two groups—positive feedback (PF) and control—learned to ride a pedalo over a seven-meter distance in the shortest time possible. Participants performed 20 practice trials and received feedback on their movement time following each trial. However, only the PF group received feedback acknowledging good performance after each trial block. After 24 hours, both groups performed learning tests without any feedback. Questionnaires (Intrinsic Motivation Inventory) were applied to measure participants’ motivational levels. The results show substantial improvements in performance during practice and high levels of intrinsic motivation, sustained across days, in both groups. Differences between groups in motivation, performance, and learning were not found. These results demonstrate that riding a pedalo in the shortest time possible constitutes an intrinsically motivating task in children, whose learning is not altered by the provision of positive feedback statements acknowledging good performance, possibly by a motivational ceiling effect. The findings indicate that task-inherent motivational characteristics can moderate positive feedback learning effects in children. Future studies could measure other motivational constructs, such as learner’s persistence in practicing the task, or could include post-failure measures that may reveal differences in children’s capacity to cope with errors. Differences between groups would demonstrate potential benefits of providing positive feedback praising performance in children that were not captured in the present experiment, even on the learning of inherently motivating tasks.

Download Full-text

TEMPORAL STABILITY OF THE INTRINSIC MOTIVATION INVENTORY

Perceptual and Motor Skills ◽

10.2466/pms.97.5.271-280 ◽

2003 ◽

Vol 97 (5) ◽

pp. 271 ◽

Cited By ~ 9

Author(s):

NIKOLAOS TSIGILIS

Keyword(s):

Intrinsic Motivation ◽

Temporal Stability ◽

Intrinsic Motivation Inventory

Download Full-text

Relationship In Intrinsic Learning Motivation with Cognitive Learning Competency of Sains Students In Class VII Junior High School 16 Padang

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v4i4.6679 ◽

2019 ◽

Vol 4 (4) ◽

pp. 26

Author(s):

Septia Utari ◽

Rahmadhani Fitri ◽

Sa'diatul Fuadiyah ◽

Relsas Yogica

Keyword(s):

High School ◽

Intrinsic Motivation ◽

Junior High School ◽

Extrinsic Motivation ◽

Junior High ◽

Cognitive Learning ◽

Learning Motivation ◽

Test Analysis ◽

Learning Competencies ◽

The Relationship

Many factors influence cognitive competency in learning, one of which is student motivation. Motivation is an impulse that is contained in a person to try to make behavioral changes that are better in meeting their needs. Learning motivation is basically divided into two, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation that arises from within the individual himself without any coercion or encouragement from others, but on the basis of his own will. While extrinsic motivation is an encouragement from outside a person. This study aims to determine the relationship between intrinsic learning motivation and IPA cognitive learning competencies of class VII students of SMP 16 Padang. This study is a descriptive study that seeks the relationship between two variables. Data analysis using Pearson Product Moment correlation formula to see how the relationship between intrinsic learning motivation and science learning cognitive competencies. Correlation analysis to see how much the relationship between motivation and learning competence and t-test analysis contributed to see the significance of a relationship. Data collection techniques used in this study were research instruments in the form of questionnaires on students' metacognitive abilities. The biology learning competency value of VII grade science students of SMP 1 Padang is taken from students' daily test scores in the second semester of the 2018/2019 academic year. The results showed that there was no positive and significant relationship between learning motivation and students' IPA cognitive learning outcomes in class VII of 16 Padang Junior High School with a tcount of 0.78, and ttable of 1,697The correlation of learning motivation with learning competencies is in the very low category with a value of r = 0.14.

Download Full-text