Self-control behaviors during the learning of a cascade juggling task

•Self-control motor learning behaviors are more complex than previously reported.•Some participants based their requests on preferences and perceived needs.•Participants reported managing requests to enhance motivation.•Fading of requests was not uniformly observed.•Results for some participants ind...

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Bibliographic Details
Published in:Human movement science 2015-06, Vol.41, p.9-19
Main Authors: Laughlin, David D., Fairbrother, Jeffrey T., Wrisberg, Craig A., Alami, Arya, Fisher, Leslee A., Huck, Schuyler W.
Format: Article
Language:English
Subjects:
Achievement
Adolescent
Feedback
Female
Humans
Knowledge of results
Knowledge of Results (Psychology)
Learning
Male
Motivation
Motor processes
Motor Skills
Perception
Perceptual motor learning
Practice (Psychology)
Psychomotor Performance
Retention (Psychology)
Self control
Self regulation
Young Adult
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Summary:•Self-control motor learning behaviors are more complex than previously reported.•Some participants based their requests on preferences and perceived needs.•Participants reported managing requests to enhance motivation.•Fading of requests was not uniformly observed.•Results for some participants indicated ineffective use of self-control. This study examined the self-control behaviors of participants learning a 3-ball cascade juggle. Participants chose when they would receive one of four types of instructional assistance: (a) instructions; (b) video demonstration; (c) knowledge of performance (KP); and (d) knowledge of results (KR). Juggling proficiency was divided into three categories based on catches per attempt during retention and transfer testing. In general, participants decreased their requests for instructions and video demonstration throughout acquisition. For the most proficient performers, requests for KR increased over practice. Post-experimental interviews revealed that participants requested KR after primarily good attempts and KP after both good and bad attempts. Participant-reported reasons for requesting feedback included the confirmation of success (KR) and identification of technique flaws (KP). Overall, the findings suggest that self-control behaviors are more complex than previously demonstrated and that participants use self-control differently depending upon the type of assistance available, individual preferences, and learning needs.
ISSN:0167-9457
1872-7646
DOI:10.1016/j.humov.2015.02.002