Self-controlled learning of a complex motor skill: Effects of the learners’ preferences on performance and self-efficacy

The present study examines wether self-controlled practice enhances motor learning and self-efficacy beliefs more when it refers to an aspect of the learning situation which is preferred by the learner than to an aspect which is not. Participants (N = 52) practiced the forhand top spin stroke in table tennis and were randomly assigned to one of four groups. Two groups of learners (self-control) were given the option to control either a preferred practice condition (e.g., schedule of video instruction) or a non-preferred practice condition (e.g., variability of practice), whereas another two groups (yoked) had no influence on these practice schedules. While no group differences were found during the practice phase, both self-control groups showed learning benefits regarding the movement form on a delayed retention test. Moreover, self-control participants reported significantly higher self-efficacy beliefs than yoked participants. The results suggest that the effectiveness of self-controlled practice is independent of the learner‘s preferences regarding the practice situation. Future research should include cognitive and motivational variables in order to explain the learning advantages of self-controlled practice schedules.