Gender stereotype threat and motor learning: Exploring its impact, underlying mechanisms, and attentional focus pathways for mitigation

Abstract

While some studies suggest stereotype threat negatively affects motor performance and learning, further research is needed to better understand its effects and underlying mechanisms, which could lead to strategies for mitigating its impact. In experiment 1, we 1) investigated the effects of gender stereotype threat on learning of an aiming task among adolescent girls, 2) evaluated conscious processes and motivational processes to explore the variables that act as mediators in the context of stereotype threats on performance, and 3) conducted in-depth interviews to explore the participants' experiences, understandings, and opinions related to gender stereotype. Moving one step further, with respect to our findings in Exp 1, we tested whether attentional focus strategies could mitigate the negative effects of stereotype threat on the motor learning of adolescent girls (Exp 2). Our results revealed that implementing an external focus of attention can mitigate the detrimental effects of stereotype threat on motor performance and learning in adolescent girls. These findings hold significant implications for the acquisition of motor skills among adolescents, especially in stereotype-threat conditions. Coaches and teachers, particularly in activities such as throwing, can encourage adolescents to adopt an external focus of attention.