Motor learning in a self-controlled environment supporting basic psychological needs: Mediating of intrinsic motivation

Document Type : علمی- پژوهشی

Authors

1 Faculty of Physical Education, Kharazmi University of Tehran

2 Kharazmi University of Tehran

Abstract

Abstract
Purpose: The aim of this study was to determine the effect of self-controlled environment, supporting basic psychological needs on motor learning, and to investigate the mediating role of intrinsic motivation.
Methods: 80 right-handed volunteer students, randomly divided into 5 groups of 16 (Autonomy need support; Autonomy & Competence needs support; Autonomy & Relatedness needs support; Autonomy & Competence & Relatedness needs support; Control), blindfolded participated with non-dominant hand in 5 pre-test trials of a throwing task. Acquisition phase consisted of 10 blocks of 6 trials. Intrinsic Motivation Inventory was completed after exercise. The following day, 10 retention trials were accomplished.
Results: The results showed that in acquisition, Autonomy/Competence group was superior, but in the retention, Autonomy/Competence/Relatedness group was superior and similar to Autonomy/Relatedness group. In Intrinsic Motivation and subscales of Interest/Enjoyment and Perceived Competence, Autonomy/Competence/Relatedness group was superior, though in the Effort/Importance subscale, Autonomy/Competence/Relatedness group was superior and similar to Autonomy/Competence and Autonomy/Relatedness groups. The mediating role of Intrinsic Motivation was confirmed (p

Keywords

References

  1. Sanli EA, Patterson JT, Bray SR, Lee TD. Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in psychology. 2013;3:611.
  2. Janelle CM, Barba DA, Frehlich SG, Tennant LK, Cauraugh JH. Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport. 1997;68(4):269-79.
  3. Andrieux M, Boutin A, Thon B. Self-control of task difficulty during early practice promotes motor skill learning. Journal of motor behavior. 2016;48(1):57-65.
  4. Deci EL, Ryan RM. The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry. 2000;11(4):227-68.
  5. Wulf G, Lewthwaite R. Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review. 2016;23(5):1382-414.
  6. Zimmerman BJ. Dimensions of academic self-regulation: A conceptual framework for education. Self-regulation of learning and performance: Issues and educational applications. 1994;1:33-21.
  7. Lewthwaite R, Wulf G. 10 Motor learning through a motivational lens. Skill acquisition in sport: Research, theory and practice. 2012:173.
  8. Weinberg RS, Gould D. Foundations of Sport and Exercise Psychology, 7E: Human Kinetics; 2018.
  9. Lemos A, Wulf G, Lewthwaite R, Chiviacowsky S. Autonomy support enhances performance expectancies, positive affect, and motor learning. Psychology of Sport and Exercise. 2017;31:28-34.
  10. Lessa HT, Chiviacowsky S. Self-controlled practice benefits motor learning in older adults. Human movement science. 2015;40:372-80.
  11. Lewthwaite R, Chiviacowsky S, Drews R, Wulf G. Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic Bulletin & Review. 2015;22(5):1383-8.
  12. Schneider S, Nebel S, Beege M, Rey GD. The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction. 2018;58:161-72.
  13. Wulf G, Adams N. Small choices can enhance balance learning. Human Movement Science. 2014;38:235-40.
  14. Arsham S, Sarabandi M, Sanaei F. The Effect of Social-Comparative Feedback and Autonomy Support on Self-Efficacy and Children Motor Learning. Research Behavioral Sciences. 1396;15(4):443-51. In Persian
  15. Wulf G, Chiviacowsky S, Cardozo PL. Additive benefits of autonomy support and enhanced expectancies for motor learning. Human movement science. 2014;37:12-20.
  16. Wulf G, Lewthwaite R, Cardozo P, Chiviacowsky S. Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology. 2018;71(4):824-31.
  17. Gonzalez DH, Chiviacowsky S. Relatedness support enhances motor learning. Psychological research. 2018;82(3):439-47.
  18. Agha Ghazvini S, Badami R, Taghian F. The Effects of Aquatic Exercise on Satisfaction of Basic Psychological Needs, Intrinsic Motivation, and the Desire to Continue Sports Participation among Obese Women: The Study of Self-Determination Theory. Sport psychology studies. 1394;4(13):23-38. In Persian.
  19. Patall EA, Cooper H, Robinson JC. The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin. 2008;134(2):270.
  20. Chiviacowsky S, Wulf G, Wally R, Borges T. Knowledge of results after good trials enhances learning in older adults. Research Quarterly for Exercise and Sport. 2009;80(3):663-8.
  21. Magill RA, Anderson DI. Motor learning and control: Concepts and applications: McGraw-Hill New York; 2007.
  22. Oldfield RC. The assessment and analysis of handedness: the Edinburgh inventory. Neuropsychologia. 1971;9(1):97-113.
  23. Alipour A, Agah Haris M. Reliability and validity of Edinburg handedness inventory in Iran. Journal of Psychological Sciences. 2007;22:117-33.
  24. Badami R, VaezMousavi M, Wulf G, Namazizadeh M. Feedback after good versus poor trials affects intrinsic motivation. Research quarterly for exercise and sport. 2011;82(2):360-4.
  25. McAuley E, Duncan T, Tammen VV. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research quarterly for exercise and sport. 1989;60(1):48-58.
  26. Hayes AF. PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. University of Kansas, KS; 2012.
  27. Guadagnoli MA, Lee TD. Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior. 2004;36(2):212-24.
  28. Wickens C. The structure of processing resources. Attention and performance VIII. 1980:239-57.
  29. Wulf G, Freitas HE, Tandy RD. Choosing to exercise more: Small choices increase exercise engagement. Psychology of Sport and Exercise. 2014;15(3):268-71.
  30. Proteau L, Marteniuk RG, Levesque L. A sensorimotor basis for motor learning: Evidence indicating specificity of practice. The Quarterly Journal of Experimental Psychology. 1992;44(3):557-75.
  31. Abe M, Schambra H, Wassermann EM, Luckenbaugh D, Schweighofer N, Cohen LG. Reward improves long-term retention of a motor memory through induction of offline memory gains. Current Biology. 2011;21(7):557-62.
  32. Hodges N, Williams AM. Skill acquisition in sport: Research, theory and practice: Routledge; 2012.
  33. Bandura A. Social foundations of thought and action. Englewood Cliffs, NJ. 1986;1986.
  34. Chiviacowsky S. Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychology of Sport and Exercise. 2014;15(5):505-10.

Files

History

  • Receive Date: 03 December 2019
  • Revise Date: 10 February 2021
  • Accept Date: 31 December 2020

Share

How to cite

Statistics