Self-Controlled Practice to Achieve Neuro-Cognitive Engagement: Underlying Brain Processes to Enhance Cognitive-Motor Learning and Performance

Abstract

While self-controlled practice has been shown to be an effective practice methodology, the neuro-cognitive correlates of its effectiveness are unclear. We investigated whether learners participating in self-controlled practice exhibit increased neuro-cognitive engagement compared to externally controlled practice. Two groups (self-controlled and yoked) of 16 participants practiced and performed a golf putting task over 3 days. Working memory engagement, central executive activity, and cortical activation were assessed via electroencephalography as indicators of neuro-cognitive engagement. The self-controlled group exhibited more consistent working memory engagement, and greater central executive activity, compared to the yoked group during practice. Relationships were also observed between neuro-cognitive engagement during self-controlled practice and performance improvement, indicating that self-controlled practice uniquely benefitted from increased neuro-cognitive engagement.

Keywords:

• Alpha
• coherence EEG
• theta

Notes

1 The yoked control group followed identical practice schedules as those in the self-controlled group, eliminating potential confounding effects of specific practice schedules (Keetch & Lee, 2007).

2 Supplementary analysis revealed that both groups exhibited greater EEG alpha-2 power during practice trials compared to a reference (eyes-open) condition (F(1,29) = 8.554, p = 0.007, η_p² = 0.228).

3 None of the covariates utilized in this experiment impacted the observed effect in this analysis, so ANOVA was employed rather than ANCOVA.