Expecting to teach enhances motor learning and information processing during practice |
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| Institution: | 1. School of Kinesiology, Auburn University, 301 Wire Road, Auburn, Alabama 36849, USA;2. CAPES Foundation, Ministry of Education of Brazil, Brasilia – DF 70040-020, Brazil;1. Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Tehran, Iran;2. Department of Biomechanics and Sport Injuries, Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Tehran, Iran;1. Department of Health and Physical Education, The Education University of Hong Kong, Rm D4-2/F-03, Block D4, 10 Lo Ping Road, Tai Po, N.T., Hong Kong, China;2. School of Public Health, The University of Hong Kong, Room 305, 3/F, The Hong Kong Jockey Club Building for Interdisciplinary Research, 5 Sassoon Road, Pokfulam, Hong Kong, China;1. Federal University of Pelotas, Brazil;2. University of Nevada, Las Vegas, United States;3. Rancho Los Amigos National Rehabilitation Center, Downey, CA, United States;4. University of Southern California, United States;1. University of Tehran, Faculty of Physical Education and Sport Sciences, Tehran, Iran;2. Research Scholar, Columbia University, New York, U.S.A;1. Sport and Exercise Science Research Institute, Ulster University, UK;2. School of Public Health, Physiotherapy and Population Science, University College Dublin, Ireland;1. Department of Kinesiology, University of Maryland, College Park, MD, USA;2. School of Kinesiology, Auburn University, Auburn, AL, USA |
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| Abstract: | Recent research has revealed that having learners study and practice a motor skill with the expectation of having to teach it enhances motor learning. However, the mechanisms underlying this effect remain unknown. We attempted to replicate this effect and elucidate the mechanisms underlying it. Thus, participants studied golf putting instructions and practiced putting either with the expectation of having to teach another participant how to putt or the expectation of being tested on their putting. During this acquisition phase, participants’ motivation, anxiety, and information processing (the duration they took preparing each putt) were indexed as possible mechanisms underlying a motor learning effect. One day and seven days after the acquisition phase, learning was assessed by testing all participants on their golf putting. Results revealed that expecting to teach enhanced motor learning, replicating the original finding. Moreover, expecting to teach increased the duration participants took preparing each putt, which was correlated with superior motor learning. Thus, results suggest expecting to teach enhances motor learning by increasing information processing during practice. |
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| Keywords: | Skill acquisition Teaching Motor preparation |
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