Optimizing Motor Learning in Teenage Girls through Autonomy Support, Enhanced Expectations, and External Focus of Attention: Testing the OPTIMAL Theory of Motor Learning

This study aimed to test the optimal theory of motor learning (triple use of autonomy support, enhanced expectancies, and external focus of attention) among teenage girls.

Among all adolescent girls in Najafabad, 32 girls aged 13-15 years were selected using a convenient method. Participants were randomly divided into optimal learning (OL) and control groups. Prior to the acquisition phase (5 blocks of 10 trials), participants in the OL group were allowed to choose their favorite balls (autonomy support). They also received instruction regarding maintaining focus on the path of the ball (external focus) before the sixth trial of every training block. Additionally, before the first and third blocks, the children in the OL group received relatively easy criteria for success (enhanced expectancies). The participants were asked to participate in retention and transfer tests two days after the acquisition phase. Independent T-test and mixed ANOVA were used to analyze the data.

The results revealed that the motor performance and learning of the OL group were higher than the control group.

The findings showed that the theory of optimal motor learning (using autonomy support, enhanced expectancies, and external focus of attention) is relatively acceptable and applicable among girls aged 13-15 years.