Abstract：
Motivation is commonly recognized by researchers and practitioners as a key factor for motor learning. The OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016) claims that practice conditions that enhance learners\' expectancies for future successful outcomes or that are autonomy supportive are motivating, thus leading to better learning. To examine the current evidence of the association between motivation and motor learning, we searched the literature for studies that manipulated expectancies and/or autonomy support. Specifically, our goals were to assess whether these manipulations resulted in group differences in motivation and, if so, whether increased motivation was associated with learning advantages. Results showed that out of 166 experiments, only 21% (n = 35) included at least one measure of motivation, even though this is the main factor proposed by OPTIMAL theory to explain the learning benefits of these manipulations. Among those, only 23% (n = 8) found group-level effects on motivation, suggesting that these manipulations might not be as motivating as expected. Of the eight experiments that found a group-level effect on motivation, five also observed learning benefits, offering limited evidence that when practice conditions increase motivation, learning is more likely to occur. Overall, the small number of studies assessing motivation precludes any reliable conclusions on the association between motivation and motor learning from being drawn. Together, our results question whether manipulations implemented in the research lines supporting OPTIMAL theory are indeed motivating and highlight the lack of sufficient evidence in these literatures to support that increased motivation benefits motor learning.
摘要：
动机通常被研究人员和从业者认为是运动学习的关键因素。运动学习的最佳理论(Wulf&Lewthwaite，2016)声称，提高学习者对未来成功成果的期望或支持自主的实践条件正在激励，从而导致更好的学习。为了检查动机和运动学习之间关联的当前证据，我们在文献中搜索了操纵期望和/或自主性支持的研究.具体来说,我们的目标是评估这些操纵是否导致动机和群体差异，如果是,动机增加是否与学习优势相关.结果表明，在166个实验中，只有21%(n=35)包括至少一种动机衡量标准，尽管这是最佳理论提出的解释这些操作的学习益处的主要因素。其中,只有23%(n=8)发现了群体层面的动机效应，这表明这些操纵可能不像预期的那样有动力。在八个实验中发现了群体对动机的影响，五个还观察到了学习的好处，提供有限的证据表明，当实践条件增加动机时，学习更有可能发生。总的来说,评估动机的研究数量较少,因此无法得出关于动机与运动学习之间关联的可靠结论.一起,我们的研究结果质疑在支持OPTIMAL理论的研究路线中实施的操作是否确实具有激励作用,并强调了这些文献中缺乏足够的证据来支持动机增加对运动学习有益.
