TY - JOUR
T1 - Expecting to teach enhances motor learning and information processing during practice
AU - Daou, Marcos
AU - Lohse, Keith R.
AU - Miller, Matthew W.
N1 - Publisher Copyright:
© 2016 Elsevier B.V.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - Recent research has revealed that having learners study and practice a motor skill with the expectation of having to teach it enhances motor learning. However, the mechanisms underlying this effect remain unknown. We attempted to replicate this effect and elucidate the mechanisms underlying it. Thus, participants studied golf putting instructions and practiced putting either with the expectation of having to teach another participant how to putt or the expectation of being tested on their putting. During this acquisition phase, participants’ motivation, anxiety, and information processing (the duration they took preparing each putt) were indexed as possible mechanisms underlying a motor learning effect. One day and seven days after the acquisition phase, learning was assessed by testing all participants on their golf putting. Results revealed that expecting to teach enhanced motor learning, replicating the original finding. Moreover, expecting to teach increased the duration participants took preparing each putt, which was correlated with superior motor learning. Thus, results suggest expecting to teach enhances motor learning by increasing information processing during practice.
AB - Recent research has revealed that having learners study and practice a motor skill with the expectation of having to teach it enhances motor learning. However, the mechanisms underlying this effect remain unknown. We attempted to replicate this effect and elucidate the mechanisms underlying it. Thus, participants studied golf putting instructions and practiced putting either with the expectation of having to teach another participant how to putt or the expectation of being tested on their putting. During this acquisition phase, participants’ motivation, anxiety, and information processing (the duration they took preparing each putt) were indexed as possible mechanisms underlying a motor learning effect. One day and seven days after the acquisition phase, learning was assessed by testing all participants on their golf putting. Results revealed that expecting to teach enhanced motor learning, replicating the original finding. Moreover, expecting to teach increased the duration participants took preparing each putt, which was correlated with superior motor learning. Thus, results suggest expecting to teach enhances motor learning by increasing information processing during practice.
KW - Motor preparation
KW - Skill acquisition
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=84989283893&partnerID=8YFLogxK
U2 - 10.1016/j.humov.2016.08.009
DO - 10.1016/j.humov.2016.08.009
M3 - Article
C2 - 27584946
AN - SCOPUS:84989283893
SN - 0167-9457
VL - 49
SP - 336
EP - 345
JO - Human Movement Science
JF - Human Movement Science
ER -