Easy Task and Choice: Motivational Interventions Facilitate Motor Skill Learning in Children

IF 0.8 Q4 PSYCHOLOGY, DEVELOPMENTAL
Seyyed Mohammadreza Mousavi, Takehiro Iwatsuki
{"title":"Easy Task and Choice: Motivational Interventions Facilitate Motor Skill Learning in Children","authors":"Seyyed Mohammadreza Mousavi, Takehiro Iwatsuki","doi":"10.1123/jmld.2021-0023","DOIUrl":null,"url":null,"abstract":"Expectancies for success and autonomy support have been shown to facilitate motor learning and enhance motor performance. The purpose of the study was to examine whether we replicated (a) enhanced expectancies and autonomy support intervention enhanced motor skill learning in children, and (b) identified the underlying psychological mechanism. Sixty children kicked soccer balls with their dominant leg to a squared area target. Participants were randomly assigned to one of the four groups: enhanced expectancies and autonomy support (EE/AS), enhanced expectancies (EE), autonomy support (AS), or control (CON) groups. Participants learning the skill were or were not provided enhanced expectation instructions by making the task success easier and provided an opportunity to choose one of the three colored balls during their practice. Two days later, they performed retention and transfer tests. Results indicated that the EE/AS group had the highest scores, with main effects of autonomy support being significant and enhanced expectancies being marginally significant for the retention test and significant for the transfer test. The EE/AS group had the highest self-efficacy and perceived choice scores. Therefore, having high expectancies for success and being autonomous were important ingredients for facilitating motor skill learning in children.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"2 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Motor Learning and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1123/jmld.2021-0023","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 1

Abstract

Expectancies for success and autonomy support have been shown to facilitate motor learning and enhance motor performance. The purpose of the study was to examine whether we replicated (a) enhanced expectancies and autonomy support intervention enhanced motor skill learning in children, and (b) identified the underlying psychological mechanism. Sixty children kicked soccer balls with their dominant leg to a squared area target. Participants were randomly assigned to one of the four groups: enhanced expectancies and autonomy support (EE/AS), enhanced expectancies (EE), autonomy support (AS), or control (CON) groups. Participants learning the skill were or were not provided enhanced expectation instructions by making the task success easier and provided an opportunity to choose one of the three colored balls during their practice. Two days later, they performed retention and transfer tests. Results indicated that the EE/AS group had the highest scores, with main effects of autonomy support being significant and enhanced expectancies being marginally significant for the retention test and significant for the transfer test. The EE/AS group had the highest self-efficacy and perceived choice scores. Therefore, having high expectancies for success and being autonomous were important ingredients for facilitating motor skill learning in children.
简单任务和选择:动机干预促进儿童运动技能学习
对成功和自主支持的期望已被证明可以促进运动学习和提高运动表现。本研究的目的是检验我们是否复制(a)增强期望和自主支持干预提高儿童运动技能学习,以及(b)确定潜在的心理机制。60个孩子用他们的主腿向一个正方形的目标踢足球。参与者被随机分配到四组中的一组:增强期望和自主支持组(EE/AS)、增强期望组(EE)、自主支持组(AS)或对照组(CON)。学习这项技能的参与者得到或没有得到提高期望的指导,使任务更容易成功,并在练习过程中有机会选择三种颜色的球之一。两天后,他们进行了记忆和转移测试。结果表明,EE/AS组得分最高,自主支持的主要作用显著,期望的增强在保留测试和迁移测试中具有显著的边际显著性。情感表达/AS组的自我效能和感知选择得分最高。因此,对成功的高期望和自主性是促进儿童运动技能学习的重要因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Motor Learning and Development
Journal of Motor Learning and Development Medicine-Orthopedics and Sports Medicine
CiteScore
2.20
自引率
15.40%
发文量
13
期刊介绍: The Journal of Motor Learning and Development (JMLD) publishes peer-reviewed research that advances the understanding of movement skill acquisition and expression across the lifespan. JMLD aims to provide a platform for theoretical, translational, applied, and innovative research related to factors that influence the learning or re-learning of skills in individuals with various movement-relevant abilities and disabilities.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信