Choosing difficulty: Self-determined versus assigned tasks in motor sequence learning

The OPTIMAL theory of motor learning, from its introduction to its subsequent refinement, has catalyzed a substantial body of research into motivational effects on motor learning with both supportive evidence and critical debate. This paper examines the effects of goal-directed practice, provided either through autonomy-supportive practice conditions—hypothesized by the OPTIMAL theory to yield motivational benefits—or a yoked group or a low-autonomy instructor, on implicit motor sequence learning of a complex, bimanual dual task. Participants practiced a motor sequence in a virtual reality serial reaction time (SRT) task and were either given or denied control over task difficulty as a task-relevant choice. While all groups successfully acquired the target sequence, differences between groups were negligibly small or absent altogether. These results suggest that the motivational effects of autonomy support do not substantially impact the motor learning of complex tasks. • The OPTIMAL theory's claims were assessed with a virtual reality SRT task. • Choice over task difficulty did not affect complex, sequential motor learning. • Motivational effects on motor learning were absent or imperceptibly small. • Autonomous or coach-supported practice showed no difference in learning.