Impacts of autonomy-supportive versus controlling instructional language on motor learning

Area of Science:

• Motor learning and skill acquisition
• Sport psychology
• Educational psychology

Background:

• Instructional language significantly impacts learning experiences and outcomes.
• Autonomy-supportive language (ASL) may foster greater engagement and performance than controlling language (CL).

Purpose of the Study:

• To investigate the effects of ASL, CL, and neutral language (NL) on motor skill learning, specifically a cricket bowling action.
• To assess the influence of instructional language on perceived choice, self-efficacy, affect, and skill retention.

Main Methods:

• Participants practiced a cricket bowling action with video demonstrations and varied voice-over instructions (ASL, CL, NL).
• Measurements included throwing accuracy, perceived choice, self-efficacy, and affect during practice.
• Retention was tested on Day 2 without instructions or demonstrations.

Main Results:

• ASL led to greater perceived choice, higher self-efficacy, and more positive affect during practice compared to CL.
• Participants in the ASL group demonstrated enhanced motor skill learning, evidenced by superior performance on the retention test.
• CL conditions did not show the same positive effects on learning or psychological variables.

Conclusions:

• Granting learners autonomy through ASL enhances motor skill acquisition and retention.
• Autonomy support appears to build self-confidence, reduce negative emotional responses, and foster positive affect, aiding motor memory consolidation.
• Instructional strategies should consider incorporating autonomy-supportive elements to optimize motor learning.