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Cited by 139Sport Psychology and PerformanceAging and Gerontology ResearchMotor Control and Adaptation

Altering mindset can enhance motor learning in older adults.

Wulf, Gabriele, Chiviacowsky, Suzete, Lewthwaite, Rebecca·2012·Psychology and Aging
DOI 10.1037/a0025718
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Abstract

Beliefs about personal capability have been shown to affect performance. Lowered ability expectations due to older age may themselves contribute to a decline in performance. In the present study, we investigated whether enhancing older adults' performance expectancies would facilitate the learning of a novel balance task. In Experiment 1, providing older women (71 years) with fabricated feedback indicating that their performance was above average reduced their ability-related concerns and nervousness, and resulted in more effective balance learning, compared with a control group. In Experiment 2, also involving older women (64 years), a simple statement made at the beginning of practice, suggesting that their peers usually do well on that task, enhanced participants' self-efficacy and learning of the task. These results demonstrate that motor performance and learning in older age can be influenced quickly and positively by enhancing individuals' ability perceptions.

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Crossref · 10.1037/a0025718

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  • Telling older adults that active and experienced people like them typically did well on a balance task increased self-efficacy and produced superior learning compared with no such information.

    “Compared with not receiving this information (control group), this simple statement resulted in increased self-efficacy and superior learning.”

    From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Wulf et al., 2012, Experiment 2

  • When control conditions were included in studies using social-comparative feedback, peer performance information, or ability conceptions, learning was also suboptimal.

    “It is also worth noting that, when control conditions were includedfor example, in studies using social-comparative feedback (Lewthwaite & Wulf, 2010b), providing information about the performance of peers (Wulf et al., 2012), or inducing conceptions of ability (Wulf & Lewthwaite, 2009)-learning also was suboptimal.”

    From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Wulf et al., 2012

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Authors
Wulf, G., Chiviacowsky, S., & Lewthwaite, R.
Affiliations
  • University of Nevada, Las Vegas (US)
  • Universidade Federal de Pelotas (BR)
  • Rancho Los Amigos National Rehabilitation Center (US)
ORCID
Venue
Psychology and Aging
Publisher
American Psychological Association (APA)
Published
2012
Volume
27
Issue
1
Pages
14-21
ISSN
  • 0882-7974 (ISSN-L)
  • 1939-1498
DOI
10.1037/a0025718
OpenAlex
W2050686540
Cited by
139
References
50
Citations by year
2026: 8 · 2025: 7 · 2024: 8 · 2023: 7 · 2022: 6 · 2021: 10 · 2020: 24 · 2019: 11 · 2018: 9 · 2017: 8 · 2016: 11 · 2015: 6 · 2014: 10 · 2013: 6 · 2012: 7
FWCI
15.76
Type
journal article
Language
en
Open access
closed
Locations
  • Psychology and Aging (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
Keywords
mindset, motor learning, older adults, performance expectancy, self-efficacy, ability beliefs, feedback, aging, motor performance decline
MeSH terms
Age Factors, Aged, Aged, 80 and over, Aging, Analysis of Variance, Aptitude, Postural Balance, Female, Humans, Learning, Middle Aged, Motor Skills, Reinforcement, Psychology, Retention, Psychology, Set, Psychology, Time Factors, Self Efficacy, Feedback, Psychological, Young Adult

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