Self-Controlled Practice Within a Fixed Time Period Facilitates the Learning of a Basketball Set Shot
Abstract
Allowing self-control over various modes of instructional support has been shown to facilitate motor learning. Most research has examined factors that directly altered task-relevant information on a trial-to-trial basis (e.g., feedback). Recent research suggests that self-control (SC) effects extend to the manipulation of other types of factors (e.g., total number of practice trials completed). This research also illustrated that learners sometimes select a very small amount of practice when given latitude to do so. The purpose of the current study was to examine the effects of SC practice within a fixed time period on the learning of a basketball set shot. SC participants chose when to attempt each shot within two 15-min practice sessions, thereby controlling both the total number of shots taken and the spacing of shots. Yoked participants completed the same number of shots as their SC counterparts. Spacing of shots was also matched across groups. The SC group was more accurate and had higher form scores and longer preshot times during retention. These findings provided additional support for the generalizability of SC effects and extended prior research, showing that autonomy over total practice duration was not a prerequisite for the observed effects.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Allowing learners to choose the extent or spacing of practice trials leads to more effective learning than yoked control conditions.
“Allowing learners to choose the extent of practice or the spacing of practice trials has been found to lead to more effective learning than yoked control conditions (Post, Fairbrother, & Barros, 2011;Post, Fairbrother, Barros, & Kulpa, 2014).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Post, Fairbrother, Barros, & Kulpa, 2014
Cites
Knowledge of results and motor learning: A review and critical reappraisal.
Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984) · Psychological Bulletin · doi:10.1037/0033-2909.95.3.355 · Cited by 1,438 · see citing works
Latash, M. L., & Lestienne, F. (2006) · Springer eBooks · doi:10.1007/0-387-28287-4 · Cited by 726 · see citing works
Newell, K. M. (1991) · Annual Review of Psychology · doi:10.1146/annurev.ps.42.020191.001241 · Cited by 681 · see citing works
Chiviacowsky, S., & Wulf, G. (2002) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2002.10609040 · Cited by 369 · see citing works
Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.1997.10608008 · Cited by 313 · see citing works
Continuing Motivation: An Analysis of a Seldom Considered Educational Outcome
Maehr, M. L. (1976) · Review of Educational Research · doi:10.3102/00346543046003443 · Cited by 248 · see citing works
McNevin, N. H., Wulf, G., & Carlson, C. (2000) · Physical Therapy · doi:10.1093/ptj/80.4.373 · Cited by 225 · see citing works
The Effects of Autonomy on Motivation and Performance in the College Classroom
García, T., & Pintrich, P. R. (1996) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0032 · Cited by 222 · see citing works
Self-Controlled Observational Practice Enhances Learning
Wulf, G., Raupach, M., & Pfeiffer, F. (2005) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2005.10599266 · Cited by 203 · see citing works
Self-controlled practice enhances motor learning: implications for physiotherapy
Wulf, G. (2007) · Physiotherapy · doi:10.1016/j.physio.2006.08.005 · Cited by 184 · see citing works
Training physical education students to self-regulate during basketball free throw practice.
Cleary, T. J., Zimmerman, B. J., & Keating, T. (2006) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2006.10599358 · Cited by 159 · see citing works
The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot
Aiken, C. A., Fairbrother, J. T., & Post, P. G. (2012) · Frontiers in Psychology · doi:10.3389/fpsyg.2012.00338 · Cited by 132 · see citing works
Self-citationSelf-Controlled Amount of Practice Benefits Learning of a Motor Skill
Post, P. G., Fairbrother, J. T., & Barros, J. A. C. (2011) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2011.10599780 · Cited by 94 · see citing works
Self-citationBenefits of Self-Control in Dyad Practice
Wulf, G., Clauss, A., Shea, C. H., & Whitacre, C. A. (2001) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2001.10608964 · Cited by 87 · see citing works
Self-Controlled Feedback in 10-Year-Old Children
Chiviacowsky, S., de Medeiros, F. L., Kaefer, A., Wally, R., & Wulf, G. (2008) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2008.10599467 · Cited by 75 · see citing works
Self-Controlled Amount of Practice Benefits Learning of a Motor Skill
Post, P. G. (2011) · Research Quarterly for Exercise and Sport · doi:10.5641/027013611x13275191443900 · Cited by 65 · see citing works
Self-citationHodges, N. J., Edwards, C., Luttin, S., & Bowcock, A. (2011) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2011.10599745 · Cited by 37 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Wulf, G., & Lewthwaite, R. (2016) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0999-9 · Cited by 1,238 · see citing works
Choose to move: The motivational impact of autonomy support on motor learning
Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0814-7 · Cited by 183 · see citing works
External focus and autonomy support: Two important factors in motor learning have additive benefits
Wulf, G., Chiviacowsky, S., & Drews, R. (2015) · Human Movement Science · doi:10.1016/j.humov.2014.11.015 · Cited by 92 · see citing works
- Authors
- Post, P. G., Fairbrother, J. T., Barros, J. A. C., & Kulpa, J. D.
- Venue
- Journal of Motor Learning and Development
- Publisher
- Human Kinetics
- Published
- 2014-03
- Volume
- 2
- Issue
- 1
- Pages
- 9-15
- ISSN
- 2325-3193 (ISSN-L)
- 2325-3215
- OpenAlex
- W2100304487
- Cited by
- 36
- References
- 17
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2022: 3 · 2021: 4 · 2020: 4 · 2019: 3 · 2018: 3 · 2017: 5 · 2016: 3 · 2015: 4 · 2014: 2
- FWCI
- 10.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Motor Learning and Development (publishedVersion)
- 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-control, motor learning, practice duration, practice spacing, autonomy, shooting accuracy, retention
About these checks
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 ›
Are you an author, or do you see a problem with this page? Request a review
