The self: Your own worst enemy? A test of the self-invoking trigger hypothesis
Abstract
The self-invoking trigger hypothesis was proposed by Wulf and Lewthwaite [Wulf, G., & Lewthwaite, R. (2010). Effortless motor learning? An external focus of attention enhances movement effectiveness and efficiency. In B. Bruya (Ed.), Effortless attention: A new perspective in attention and action (pp. 75–101). Cambridge, MA: MIT Press] as a mechanism underlying the robust effect of attentional focus on motor learning and performance. One component of this hypothesis, relevant beyond the attentional focus effect, suggests that causing individuals to access their self-schema will negatively impact their learning and performance of a motor skill. The purpose of the present two studies was to provide an initial test of the performance and learning aspects of the self-invoking trigger hypothesis by asking participants in one group to think about themselves between trial blocks—presumably activating their self-schema—to compare their performance and learning to that of a control group. In Experiment 1, participants performed 2 blocks of 10 trials on a throwing task. In one condition, participants were asked between blocks to think about their past throwing experience. While a control group maintained their performance across blocks, the self group's performance was degraded on the second block. In Experiment 2, participants were asked to practice a wiffleball hitting task on two separate days. Participants returned on a third day to perform retention and transfer tests without the self-activating manipulation. Results indicated that the self group learned the hitting task less effectively than the control group. The findings reported here provide initial support for the self-invoking trigger hypothesis.
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Low personal expectations for a positive outcome may activate conflicting responses or act as a self-invoking trigger, inviting task-incompatible concerns, anxiety, negative affective reactions, and neuromuscular activity, necessitating resource deployment to self-regulation and recovery.
“Of course, the obverse may be true: low personal expectations for a positive outcome may activate conflicting responses or act in the manner of a selfinvoking trigger (see section on”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as McKay, Wulf, & Lewthwaite, 2015
Asking performers to reflect on their task-related experience degrades performance or learning relative to a control condition.
“In two experiments, asking performers to reflect on their task-related experience resulted in degraded performance (Experiment 1) or learning (Experiment 2) relative to the control condition (Figure 7).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as McKay et al. (2015)
In the study by McKay et al. (2015), throwing accuracy was degraded on block 2 for the self group, whereas the control group's accuracy remained unchanged.
“As a result, throwing accuracy was degraded on block 2, whereas that of a control group remained unchanged.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as McKay, Wulf, Lewthwaite, and Nordin, 2015
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- Authors
- McKay, B., Wulf, G., Lewthwaite, R., & Nordin, A.
- Affiliations
- University of Ottawa (CA)
- University of Nevada, Las Vegas (US)
- University of Southern California (US)
- Corresponding author
- Wulf, Gabriele
- Venue
- Quarterly Journal of Experimental Psychology
- Publisher
- SAGE Publications
- Published
- 2015-09
- Volume
- 68
- Issue
- 9
- Pages
- 1910-1919
- ISSN
- 0033-555X (ISSN-L)
- 1747-0218
- 1747-0226
- OpenAlex
- W2172195488
- Cited by
- 66
- References
- 59
- Citations by year
- 2025: 2 · 2024: 12 · 2023: 6 · 2022: 7 · 2021: 5 · 2020: 6 · 2019: 3 · 2018: 7 · 2017: 6 · 2016: 9 · 2015: 2 · 2013: 1
- FWCI
- 20.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Quarterly Journal of Experimental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Digital Scholarship - UNLV (University of Nevada Reno) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- self-schemas, attentional focus, motor learning, motor performance, self-reflection, throwing, retention, transfer of learning, external attention
- MeSH terms
- Adult, Analysis of Variance, Female, Humans, Male, Psychomotor Performance, Retention, Psychology, Students, Transfer, Psychology, Universities, Self Efficacy, Young Adult
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