Shahid Beheshti University Sports Psychology 2676-3729 16 1 2024 05 21 Optimizing Motor Learning in Teenage Girls through Autonomy Support, Enhanced Expectations, and External Focus of Attention: Testing the OPTIMAL Theory of Motor Learning Optimizing Motor Learning in Teenage Girls through Autonomy Support, Enhanced Expectations, and External Focus of Attention: Testing the OPTIMAL Theory of Motor Learning 114 131 102393 10.48308/mbsp.2022.227052.1113 FA Fatemeh Velayati Department of Motor Behavior, Sport Sciences Faculty, University of Isfahan, Iran. Seyyed Mohammadreza Mousavi Department of Motor Behavior, Faculty of sports science, Isfahan University, Isfahan, Iran Adeleh Ahmadinejad Department of Motor Behavior, Nasibe University, Tehran, Iran Rasool Abedanzadeh Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 2022 05 03 <strong>Purpose:</strong> This study aimed to test the optimal theory of motor learning (triple use of autonomy support, enhanced expectancies, and external focus of attention) among teenage girls.<br /><strong>Methods:</strong> Among all adolescent girls in Najafabad, 32 girls aged 13-15 years were selected using a convenient method. Participants were randomly divided into optimal learning (OL) and control groups. Prior to the acquisition phase (5 blocks of 10 trials), participants in the OL group were allowed to choose their favorite balls (autonomy support). They also received instruction regarding maintaining focus on the path of the ball (external focus) before the sixth trial of every training block. Additionally, before the first and third blocks, the children in the OL group received relatively easy criteria for success (enhanced expectancies). The participants were asked to participate in retention and transfer tests two days after the acquisition phase. Independent T-test and mixed ANOVA were used to analyze the data.<br /><strong>Results:</strong> The results revealed that the motor performance and learning of the OL group were higher than the control group.<br /><strong>Conclusion:</strong> The findings showed that the theory of optimal motor learning (using autonomy support, enhanced expectancies, and external focus of attention) is relatively acceptable and applicable among girls aged 13-15 years.<br /> <br />  <strong>Purpose:</strong> This study aimed to test the optimal theory of motor learning (triple use of autonomy support, enhanced expectancies, and external focus of attention) among teenage girls.<br /><strong>Methods:</strong> Among all adolescent girls in Najafabad, 32 girls aged 13-15 years were selected using a convenient method. Participants were randomly divided into optimal learning (OL) and control groups. Prior to the acquisition phase (5 blocks of 10 trials), participants in the OL group were allowed to choose their favorite balls (autonomy support). They also received instruction regarding maintaining focus on the path of the ball (external focus) before the sixth trial of every training block. Additionally, before the first and third blocks, the children in the OL group received relatively easy criteria for success (enhanced expectancies). The participants were asked to participate in retention and transfer tests two days after the acquisition phase. Independent T-test and mixed ANOVA were used to analyze the data.<br /><strong>Results:</strong> The results revealed that the motor performance and learning of the OL group were higher than the control group.<br /><strong>Conclusion:</strong> The findings showed that the theory of optimal motor learning (using autonomy support, enhanced expectancies, and external focus of attention) is relatively acceptable and applicable among girls aged 13-15 years.<br /> <br />  https://mbsp.sbu.ac.ir/article_102393_4e91fc509e29a0c1a7c6ab0781a4cbec.pdf