The DOI matches its Crossref record; 27 of the 28 references it cites were found in a registry or an index.
Impacts of autonomy-supportive versus controlling instructional language on motor learning
Abstract
The authors examined the influence of autonomy-supportive (ASL), controlling (CL), and neutral instructional language (NL) on motor skill learning (cricket bowling action). Prior to and several times during the practice phase, participants watched the same video demonstration of the bowling action but with different voice-over instructions. The instructions were designed to provide the same technical information but to vary in terms of the degree of choice performers would perceive when executing the task. In addition to measurements of throwing accuracy (i.e., deviation from the target), perceived choice, self-efficacy, and positive and negative affect were assessed at the end of the practice phase and after a retention test without demonstrations and instructions on Day 2. ASL resulted in perceptions of greater choice, higher self-efficacy, and more positive affect during practice than CL, and enhanced learning as demonstrated by retention test performance. Thus, granting learners autonomy appeared to endow them with confidence in their ability, diminished needs for control of negative emotional responses, and created more positive affect, which may help consolidate motor memories.
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In the citing paper
“As shown in Figure 4a, throwing accuracy during both practice and retention was higher for the group that received autonomy-supportive rather than controlling language instructions during practice.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hooyman et al., 2014
In the citing paper
“The way in which task instructions are worded-that is, whether the language is autonomy-supportive or controlling-has been shown to influence motor learning (Hooyman, Wulf, & Lewthwaite, 2014), perhaps through the down-regulatory effect of cortisol on the brain's reward circuitry (Montoya, Bos, Terburg, Rosenberger, & van Honk, 2014).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hooyman, Wulf, & Lewthwaite, 2014
In the citing paper
“Interestingly, self-efficacy can also be increased by autonomy-supportive relative to controlling task instructions (Hooyman et al., 2014, Reeve & Tseng, 2011).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hooyman et al., 2014
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Metadata
- Authors
- Hooyman, A., Wulf, G., & Lewthwaite, R.
- Affiliations
- University of Southern California (US)
- University of Nevada, Las Vegas (US)
- Corresponding author
- Wulf, Gabriele
- Venue
- Human Movement Science
- Publisher
- Elsevier BV
- Published
- 2014-08
- Volume
- 36
- Pages
- 190-198
- ISSN
- 0167-9457 (ISSN-L)
- OpenAlex
- W2043975781
- Cited by
- 103
- References
- 28
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 7 · 2023: 6 · 2022: 6 · 2021: 11 · 2020: 19 · 2019: 9 · 2018: 10 · 2017: 10 · 2016: 6 · 2015: 5 · 2014: 3
- FWCI
- 11.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Human Movement Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- language of instruction, motor skill learning, cricket bowling, throwing accuracy, self-efficacy, positive affect, negative affect, perceived choice, retention of motor learning, motor memory consolidation, video demonstration
- MeSH terms
- Affect, Biomechanical Phenomena, Choice Behavior, Communication, Equipment Design, Female, Humans, Language, Learning, Male, Memory, Motor Skills, Perception, Retention, Psychology, Reward, Sports, Athletic Performance, Young Adult
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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