604
Views
4
CrossRef citations to date
0
Altmetric
Research Articles

Providing Choice Enhances Motor Performance under Psychological Pressure

&
Pages 656-662 | Received 04 Jun 2020, Accepted 02 Oct 2020, Published online: 22 Oct 2020

References

  • Aiken, C. A., Fairbrother, J. T., & Post, P. G. (2012). The effects of self-controlled video feedback on the learning of the basketball set shot. Frontiers in Psychology, 3, 1–8.
  • Beilock, S. (2011). Choke: What the secrets of the brain reveal about getting it right when you have to. New YorkL Simon & Schuster.
  • Beilock, S. L., & Carr, T. H. (2001). On the fragility of skilled perfonrıance: What govems choking under pressure? Journal of Experimental Psychology: General, 130(4), 701–725.
  • Beilock, S. L., & Gonso, S. (2008). Putting in the mind versus putting on the green: Expertise, performance time, and the linking of imagery and action. The Quarterly Journal of Experimental Psychology, 61(6), 920–932.
  • Beilock, S. L., Jellison, W. A., Rydell, R. J., McConnell, A. R., & Carr, T. H. (2006). On the causal mechanisms of stereotype threat: Can skills that don’t rely heavily on working memory still be threatened? Personality and Social Psychology Bulletin, 32(8), 1059–1071.
  • Carter, M. J. & Ste-Marie, D. M. (2017). Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices. Psychonomic Bulletin & Review, 24, 1879–1888. https://doi.org/10.3758/s13423-017-1250-7
  • Cheng, W. N. K., Hardy, L., & Markland, D. (2009). Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development. Psychology of Sport and Exercise, 10, 271–278.
  • Chiviacowsky, S. (2014). Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychology of Sport and Exercise, 15(5), 505–510. https://doi.org/10.1016/j.psychsport.2014.05.003
  • Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73(4), 408–415.
  • Chiviacowsky, S., Wulf, G., De Medeiros, F. L., Kaefer, A., & Tani, G. (2008). Learning benefits of self-controlled knowledge of results in 10-year-old children. Research Quarterly for Exercise and Sport, 79(3), 405–410.
  • Chiviacowsky S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and Sport, 76(1), 42–48.
  • Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.
  • Doron, J., & Gaudreau, P. (2014). A point-by-point analysis of performance in a fencing match: Psychological processes associated with winning and losing streaks. Journal of Sport and Exercise Psychology, 36, 3–13.
  • Fagundes, J., Chen, D. D., & Laguna, P. (2013). Self-control and frequency of model presentation: Effects on learning a ballet passé relevé. Human Movement Science, 32, 847–856.
  • Faul, F., Erdfelder, E., Lang, A., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191.
  • Feltz, D. L., Chow, G. M., & Hepler, T. J. (2008). Path analysis of self-efficacy and diving performance revisited. Journal of Sport & Exercise Psychology, 30(3), 401–411.
  • Fujiwara, J., Usui, N., Park, S. Q., Williams, T., Iijima, T., Taira, M., Tsutsui, K.-I., & Tobler, P. N. (2013). Value of freedom to choose encoded by the human brain. Journal of Neurophysiology, 110, 1915–1929. https://doi.org/10.1152/jn.01057.2012
  • Gray, J. R. (2004). Integration of emotion and cognitive control. Current Directions in Psychological Science, 13, 46–48. https://doi.org/10.1111/j.0963-7214.2004.00272.x
  • Grand, K. F., Daou, M., Lohse, K. R., & Miller, M. W. (2017). Investigating the mechanisms underlying the effects of an incidental choice on motor learning. Journal of Motor Learning and Development, 5, 207–226.
  • Halperin, I., Chapman, D. W., Martin, D. T., Lewthwaite, R., & Wulf, G. (2016). Choices enhance punching performance of competitive kickboxers. Psychological Research, 81(5), 1051–1058.
  • Hartman, J. M. (2007). Self-controlled use of a perceived physical assistance device during a balancing task. Perceptual and Motor Skills, 104, 1005–1016. https://doi.org/10.2466/pms.104.3.1005-1016
  • Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20(4), 457–472.
  • Iwatsuki, T., Abdollahipour, R., Psotta, R., Lewthwaite, R., & Wulf, G. (2017). Autonomy facilitates repeated maximum force productions. Human Movement Science, 55, 264–268.
  • Iwatsuki, T., Navalta, J. W., & Wulf, G. (2019a). Autonomy enhances running efficiency. Journal of Sports Sciences, 37(6), 685–691.
  • Iwatsuki, T., Shih, H. T., Abdollahipour, R., & Wulf, G. (2019b). More bang for the buck: Autonomy support increases muscular efficiency. Psychological Research, 37, 685–691.
  • Jackson, R. C., Ashford, K. J., & Norsworthy, G. (2006). Attentional focus, dispositional reinvestment, and skilled motor performance under pressure. Journal of Sport & Exercise Psychology, 28(1), 49–68.
  • Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68(4), 269–279.
  • Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills, 81, 627–634.
  • Kalasountas, V., Reed, J., & Fitzpatrick, J. (2007). The effect of placebo-induced changes in expectancies on maximal force production in college students. Journal of Applied Sport Psychology, 19, 116–124.
  • Leotti, L. A., & Delgado, M. R. (2011). The inherent reward of choice. Psychological Science, 22(10), 1310–1318.
  • Leotti, L. A., Iyengar, S. S., & Ochsner, K. N. (2010). Born to choose: The origins and value of the need for control. Trends in Cognitive Sciences, 14(10), 457–463.
  • Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic Bulletin & Review, 22, 1383–1388.
  • Liao, C. M., & Masters, R. S. W. (2002). Self-focused attention and performance failure under psychological stress. Journal of Sport Exercise Psychology, 24(3), 289–305.
  • Masters, R., & Maxwell, J. (2008). The theory of reinvestment. International Review of Sport and Exercise Psychology, 1(2), 160–183.
  • Mckay, B., Lewthwaite, R., & Wulf, G. (2012). Enhanced expectancies improve performance under pressure. Frontiers in Psychology, 3(8), 1–5. https://doi.org/10.3389/fpsyg.2012.00008
  • McKay, B., & Ste-Marie, D. M. (2020). Autonomy support and reduced feedback frequency have trivial effects on learning and performance of a golf putting task. Human Movement Science, 71, 102612.
  • Mesagno, C., Marchant, D., & Morris, T. (2009). Alleviating choking: The sounds of distraction. Journal of Applied Sport Psychology, 21(2), 131–147.
  • Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sport performance: A meta-analytic review. Research Quarterly for Exercise and Sport, 71(3), 280–294.
  • Ong, N. T., Bowcock, A., & Hodges, N. J. (2010). Manipulations to the timing and type of instructions to examine motor skill performance under pressure. Frontiers in Psychology, 1, 196.
  • Otten, M. (2009). Choking vs. clutch performance: A study of sport performance under pressure. Journal of Sport & Exercise Psychology, 31(5), 583–601.
  • Post, P. G., Fairbrother, J. T., & Barros, J. A. C. (2011). Self-controlled amount of practice benefits learning of a motor skill. Research Quarterly for Exercise and Sport, 82(3), 474–481.
  • Reeve, J., Tseng, C. M., & Tseng, J. R. C. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35(1), 63–74.
  • Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in Psychology, 3(611), 1–17. https://doi.org/10.3389/fpsyg.2012.00611
  • Schweickle, M., Groves, S., Vella, S. A., & Swann, C. (2017). The effects of open vs Specific goals on flow and clutch states in a cognitive task. Psychology of Sport and Exercise, 33, 45–54.
  • Ste-Marie, D. M., Vertes, K. A., Law, B., & Rymal, A. M. (2013). Learner-controlled self-observation is advantageous for motor skill acquisition. Frontiers in Psychology, 3(556), 1–10. https://doi.org/10.3389/fpsyg.2012.00556
  • Wood, G., Jordet, G., & Wilson, M. R. (2015). On winning the “lottery”: Psychological preparation for football penalty shoot-outs. Journal of Sports Sciences, 33(17), 1758–1765.
  • Wulf, G., Iwatsuki, T., Machin, B., Kellogg, J., Copeland, C., & Lewthwaite, R. (2018a). Lassoing skill through learner choice. Journal of Motor Behavior, 50(3), 285–292.
  • Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin and Review, 23(5), 1382–1414.
  • Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2018b). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, 71(4), 824–831.
  • Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70(3), 265–272.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.