Relatively Easy Criteria for Success Enhances Motor Learning by Altering Perceived Competence

2020 ◽  
pp. 003151252098123
Author(s):  
Takehiro Iwatsuki ◽  
Claude J. Regis
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Learning Outcomes ◽  
Perceived Competence ◽  
University Student ◽  
Success Criteria ◽  
Competence Scale ◽  
Circular Target ◽  
Intrinsic Motivation Inventory

The purpose of this study was to examine whether enhancing success expectation by providing relatively easy criteria for success would, in turn, enhance motor learning outcomes. Thirty university student participants threw soft-golf balls towards a circular target, using their non-dominant arm; they performed seven blocks of 12 trials from a distance of 5.5 meters on Day 1, and one block of 12 trials on separate retention and transfer tests on Day 2. After the first block on Day 1, participants were randomly assigned to one of two groups in which they practiced the remaining six blocks of 12 trials: (a) one with relatively easy success (RES) criteria or (b) one with difficult success (DS) criteria. After the practice, we administered a perceived competence scale, a sub-scale of the Intrinsic Motivation Inventory (IMI). On Day 2, participants in the RES group outperformed those in the DS group on both the retention and transfer tests, showing enhanced motor learning. The RES group also self-reported higher perceived competence than the DS group, indicating that the mechanism for benefiting from easier success criteria may have been an alteration in participants’ perceived competence.

Investigating the Mechanisms Underlying the Effects of an Incidental Choice on Motor Learning

2017 ◽  
Vol 5 (2) ◽  
pp. 207-226 ◽  
Author(s):  
Kirk F. Grand ◽  
Marcos Daou ◽  
Keith R. Lohse ◽  
Matthew W. Miller
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Learning Motivation ◽  
Augmented Feedback ◽  
Feedback Processing ◽  
Choice Group ◽  
Accuracy And Precision ◽  
Practice Performance ◽  
Intrinsic Motivation Inventory

The present study investigated whether motivation and augmented feedback processing explain the effect of an incidental choice on motor learning, and examined whether motivation and feedback processing generally predict learning. Accordingly, participants were assigned to one of two groups, choice or yoked, then asked to practice a nondominant arm beanbag toss. The choice group was allowed to choose the color of the beanbag with which they made the toss, whereas the yoked group was not. Motor learning was determined by delayed-posttest accuracy and precision. Motivation and augmented feedback processing were indexed via the Intrinsic Motivation Inventory and electroencephalography, respectively. We predicted the choice group would exhibit greater motor learning, motivation, and augmented feedback processing, and that the latter two variables would predict learning. Results showed that an incidental choice failed to enhance motor learning, motivation, or augmented feedback processing. In addition, neither motivation nor augmented feedback processing predicted motor learning. However, motivation and augmented feedback processing were correlated, with both factors predicting changes in practice performance. Thus, results suggest the effect of incidental choices on motor learning may be tenuous, and indicate motivation and augmented feedback processing may be more closely linked to changes in practice performance than motor learning.

Temporal Stability of the Intrinsic Motivation Inventory

2003 ◽  
Vol 97 (1) ◽  
pp. 271-280 ◽  
Author(s):  
Nikolaos Tsigilis ◽  
Argiris Theodosiou
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Intraclass Correlation ◽  
Temporal Stability ◽  
Correlation Coefficients ◽  
Perceived Competence ◽  
Stable Measure ◽  
Intraclass Correlation Coefficients ◽  
Stable Yield ◽  
Intrinsic Motivation Inventory

To examine the temporal stability of the Intrinsic Motivation Inventory a Greek version was administered to 144 undergraduate students after an endurance field test. The same procedure was repeated one week later. Factor analysis followed by varimax rotation showed that three factors (Perceived Competence, Interest/enjoyment, and Effort/importance) explained 65.26% of the total variance. Computed intraclass correlation coefficients (ICC) were .61 for the Perceived Competence subscale, .86 for the Interest/enjoyment, .60 for the Effort/importance, and .70 for the overall scale. The results, however, were modified when the sample was divided in two groups. The first represented small changes in perceived competence between the first and the second measurement, while the second one represented large changes between the two measurements. Recalculated intraclass correlation coefficients for individuals whose Perceived Competence score remained relatively stable yield a high value (.92), whereas individuals whose Perceived Competence changed yield an extremely low value (.60). It was concluded that the Intrinsic Motivation Inventory provides a temporally stable measure, given that perceived competence has not been markedly changed.

Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students

2013 ◽  
Vol 37 (3) ◽  
pp. 227-232 ◽  
Author(s):  
Ronald N. Cortright ◽  
Heidi L. Lujan ◽  
Amanda J. Blumberg ◽  
Julie H. Cox ◽  
Stephen E. DiCarlo
Keyword(s):  
Intrinsic Motivation ◽  
Classroom Practice ◽  
Student Attitudes ◽  
Exercise Physiology ◽  
Perceived Competence ◽  
Female Students ◽  
Male Students ◽  
Behavioral Measures ◽  
Perceived Choice ◽  
Intrinsic Motivation Inventory

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant ( P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater ( P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

Overweight Stereotype Threat Negatively Impacts the Learning of a Balance Task

2015 ◽  
Vol 3 (2) ◽  
pp. 140-150 ◽  
Author(s):  
Priscila Lopes Cardozo ◽  
Suzete Chiviacowsky
Keyword(s):  
Individual Differences ◽  
Motor Learning ◽  
Intrinsic Motivation ◽  
Stereotype Threat ◽  
Motor Skills ◽  
Retention Test ◽  
Dynamic Balance ◽  
Perceived Competence ◽  
Overweight People ◽  
Balance Task

Several studies have demonstrated the detrimental effects of stereotype threat on the performance of academic and motor skills, while little attention has been given to the effects of stereotypical conditions on motor learning. The objective of the current study was to investigate the effects of overweight stereotype threat on women learning a balance task. Participants practiced 10 trials of a dynamic balance task and their learning was observed in a retention test one day later. Before practice, the stereotype threat (ST) group received instructions introducing the task as influenced by individual differences, whereby overweight people usually present worse outcomes. For the reduced stereotype threat group (RST), instructions informed them that the task was not influenced by individual differences. Participants also filled out a questionnaire measuring intrinsic motivation. The results showed that performance and learning, as well as perceived competence, were enhanced for participants of the RST group compared with participants of the ST group. The findings provide evidence that overweight stereotype threat affects the learning of motor skills.

scholarly journals Positive feedback praising good performance does not alter the learning of an intrinsically motivating task in 10-year-old children

2020 ◽  
Vol 45 ◽  
pp. 46-54
Author(s):  
Ricardo Drews ◽  
Go Tani ◽  
Priscila Lopes Cardozo ◽  
Suzete Chiviacowsky
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Positive Feedback ◽  
Movement Time ◽  
Motivational Constructs ◽  
Feedback Learning ◽  
Potential Benefits ◽  
Practice Trials ◽  
And Control ◽  
Intrinsic Motivation Inventory

Several studies have provided evidence for the importance of motivation in motor learning. The present study investigates whether providing positive feedback as statements praising good performance would benefit children’s motor learning when compared to a no-praise condition. Thirty 10-year-old children divided into two groups—positive feedback (PF) and control—learned to ride a pedalo over a seven-meter distance in the shortest time possible. Participants performed 20 practice trials and received feedback on their movement time following each trial. However, only the PF group received feedback acknowledging good performance after each trial block. After 24 hours, both groups performed learning tests without any feedback. Questionnaires (Intrinsic Motivation Inventory) were applied to measure participants’ motivational levels. The results show substantial improvements in performance during practice and high levels of intrinsic motivation, sustained across days, in both groups. Differences between groups in motivation, performance, and learning were not found. These results demonstrate that riding a pedalo in the shortest time possible constitutes an intrinsically motivating task in children, whose learning is not altered by the provision of positive feedback statements acknowledging good performance, possibly by a motivational ceiling effect. The findings indicate that task-inherent motivational characteristics can moderate positive feedback learning effects in children. Future studies could measure other motivational constructs, such as learner’s persistence in practicing the task, or could include post-failure measures that may reveal differences in children’s capacity to cope with errors. Differences between groups would demonstrate potential benefits of providing positive feedback praising performance in children that were not captured in the present experiment, even on the learning of inherently motivating tasks.

scholarly journals Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

2020 ◽  
Vol 87 (1) ◽  
pp. 24-33
Author(s):  
Mohsen Afrouzeh ◽  
Ferman Konukman ◽  
Maryam Lotfinejad ◽  
Mohammad Sadegh Afroozeh
Keyword(s):  
Intrinsic Motivation ◽  
State Anxiety ◽  
Perceived Competence ◽  
Female Students ◽  
Practice Phase ◽  
Knowledge Of Results ◽  
Self Confidence ◽  
Post Test ◽  
Rate Of Learning ◽  
Intrinsic Motivation Inventory

AbstractFeedback has been shown to influence the extent and rate of learning. The purpose of this research was to investigate the effects of Knowledge of Results (KR) on more accurate trials versus KR on less accurate trials on intrinsic motivation, self-confidence and anxiety changes. Participants were 60 female students with a mean age of 16 years (SD = 0.4). Participants practiced volleyball serve task in 4 session (each session included 6 blocks and each block included 6 trials) that subjects received feedback on 3 trials out of 6 trials at the completion of each 6-trial block. While one group was provided KR about the accuracy of the 3 best serves in each block, another group was given KR about the 3 poorest serves. Participants completed the intrinsic motivation inventory and the Competitive State Anxiety Inventory-2 (CSAI-2) twice as pre-test and post-test. Both groups increased their service scores across practice blocks. On the retention test without KR, which was performed seven day after the practice phase, the more accurate trials group had higher accuracy scores than the less accurate trials group. The present findings demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased. In addition, results demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased.

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

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