Impacts of autonomy-supportive versus controlling instructional language on motor learning |
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| Institution: | 1. University of Southern California, United States;2. University of Nevada, Las Vegas, United States;3. Rancho Los Amigos National Rehabilitation Center, United States;1. Institute for Sport, Physical Education and Health Sciences, University of Edinburgh, St. Leonard’s Land, Holyrood Road, Edinburgh EH8 8AQ, United Kingdom;2. Institute of Coaching and Performance, University of Central Lancashire, Preston, Lancashire PR21 2HE, United Kingdom;1. School of Kinesiology, Auburn University, 301 Wire Road, Auburn University, AL 36849, USA;2. Department of Physical Education, Federal University of Lavras, Campus Centro – Lavras, 37200-000 MG, Brazil;1. Motor Behavior Laboratory, The Academic College at Wingate, Wingate Institute, Israel;1. Department of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV, 89154-3034, USA;2. Escola Superior de Educação Física, Universidade Federal de Pelotas, Rua Luís de Camões, 625, CEP 96055-630, Pelotas, RS, Brazil;1. Department of Kinesiology and Dance, New Mexico State University, United States;2. Integrative Physiology and Health Science Department, Alma College, United States;3. Department of Movement Science, Grand Valley State University, United States;4. Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, United States |
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| Abstract: | The authors examined the influence of autonomy-supportive (ASL), controlling (CL), and neutral instructional language (NL) on motor skill learning (cricket bowling action). Prior to and several times during the practice phase, participants watched the same video demonstration of the bowling action but with different voice-over instructions. The instructions were designed to provide the same technical information but to vary in terms of the degree of choice performers would perceive when executing the task. In addition to measurements of throwing accuracy (i.e., deviation from the target), perceived choice, self-efficacy, and positive and negative affect were assessed at the end of the practice phase and after a retention test without demonstrations and instructions on Day 2. ASL resulted in perceptions of greater choice, higher self-efficacy, and more positive affect during practice than CL, and enhanced learning as demonstrated by retention test performance. Thus, granting learners autonomy appeared to endow them with confidence in their ability, diminished needs for control of negative emotional responses, and created more positive affect, which may help consolidate motor memories. |
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| Keywords: | Choice Self-efficacy Positive affect Cricket bowling action |
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