Self-Controlled Use of a Perceived Physical Assistance Device during a Balancing Task
Abstract
The nature of the relationship between self-controlled conditions and the participant's perception of when and how to use a physical assistance device while practicing a balancing task was examined. Participants in the Self-control group ( n = 9) were allowed to decide when to use a balance pole while performing the task, while the Yoked group ( n = 9) had no choice regarding pole usage. The Self-control group had immediate performance benefits that persisted on a delayed retention task. Questionnaire results indicated that the Self-control group predominately used the balance pole when attempting a new performance strategy, while the Yoked group reported they would have preferred use of the pole when attempting a new strategy. Results lend support to the assertion that self-controlled conditions facilitate learning because participants can make decisions regarding assistance based on self-generated performance strategy—as relating to their perception of successful movement execution—to a greater extent than under externally controlled conditions.
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When learners are given control over the use of physical assistive devices on balance tasks, learning is enhanced relative to externally controlled use.
“When learners are given control over the use of physical assistive devices on balance tasks, learning was enhanced relative to the externally controlled use of those devices (yoked conditions) (Chiviacowsky, Wulf, Lewthwaite, & Campos, 2012;Hartman, 2007;Wulf, Clauss, Shea, & Whitacre, 2001;Wulf & Toole, 1999).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hartman, 2007
Learning to balance on a stabilometer was facilitated by holding a balance pole horizontally when the use of that pole was chosen by participants rather than imposed.
“In other studies (Chiviacowsky et al., 2012a;Hartman, 2007), learning to balance on a stabilometer platform was facilitated by holding a balance pole horizontally when the use of that pole was chosen by the participants rather than imposed upon them.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Hartman, 2007
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References 23 · Cited by 100
- Authors
- Hartman, J. M.
- Affiliations
- Gardner–Webb University (US)
- Corresponding author
- Hartman, Jeffrey M.
- Venue
- Perceptual and Motor Skills
- Publisher
- SAGE Publications
- Published
- 2007-06
- Volume
- 104
- Issue
- 3
- Pages
- 1005-1016
- ISSN
- 0031-5125 (ISSN-L)
- 1558-688X
- OpenAlex
- W2147864527
- Cited by
- 100
- References
- 23
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 3 · 2023: 4 · 2022: 6 · 2021: 6 · 2020: 12 · 2019: 9 · 2018: 6 · 2017: 7 · 2016: 4 · 2015: 9 · 2014: 4 · 2013: 10 · 2012: 4
- FWCI
- 1.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Perceptual and Motor Skills (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- 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
- self-control, yoked control, performance strategies, learning retention, movement execution
- MeSH terms
- Adult, Choice Behavior, Decision Making, Postural Balance, Female, Humans, Male, Motor Skills, Practice, Psychological, Retention, Psychology, Self-Help Devices, Task Performance and Analysis
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