The Effect of Task Choice and Positive Comparative Feedback on Motivation and Motor Skill Acquisition

Abstract

Background: Motivation and autonomy are key factors in motor learning. The OPTIMAL theory posits that enhanced expectancies and autonomy improve performance. This study examined the combined effects of task choice and positive comparative feedback on motivation and motor skill acquisition. Objectives: This study aimed to investigate whether providing learners with task choice, in conjunction with positive feedback for successful attempts, would produce greater improvements in motivation and motor skill acquisition than conditions lacking autonomy. Methods: Ninety right-handed female students (mean age, 14 ± 2 years) were randomly assigned to six groups according to combinations of task choice and feedback type. Participants performed golf putting toward a target during the pre-test, acquisition, and post-test phases. Motivation was assessed using a validated questionnaire administered before and after the acquisition phase. Results: Participants in the choice + positive feedback for successful attempts group demonstrated significantly higher motivation and performance than participants in the other groups. Conversely, feedback following unsuccessful attempts reduced both motivation and skill acquisition. Conclusions: Providing learners with autonomy and positive feedback after successful attempts can enhance motivation and motor learning. Conversely, feedback after failure may hinder progress.