高齢者の運動学習における関連性サポートの利点

Relatedness, a fundamental psychological need, is defined as the desire for interpersonal closeness and acceptance. In the present experiment, we tested relatedness effects on the learning of a dynamic balance task in older adults. Forty-five participants were divided into three groups. The relatedness support group (RS) received instructions that emphasized acknowledgment, care, and interest in the participants' experiences. In the relatedness frustration group (RF), participants received instructions emphasizing alienation and disinterest in the participant as a person. Participants in the Control group did not receive relatedness instructions. The task required participants to ride a Pedalo along a distance of 7 m. They completed retention and transfer tests one day later. Participants' perceived self-efficacy and affective levels were also evaluated via questionnaires. The results showed higher performance during practice, retention, and transfer phases for participants of the RS group relative to the RF and Control groups. Higher scores of self-efficacy and positive affect were also found for the RS group. These findings demonstrate that practice conditions supporting learners' need for social connection by expressing proximity and interest enhance motor performance and learning, as well as self-efficacy and positive affect, in older adults.