Effects of conceptions of ability on the learning of a sport motor skill in a self-controlled feedback condition

Learners’ conception of their ability is a motivational variable that has been shown to influence motor learning. Learners induced to hold a fixed conception of their ability usually exhibit lower perceived competence and poorer learning relative to participants induced to hold a malleable view of their skill. The aim of the present study was to investigate the effects of conceptions of ability on the learning of a sport motor skill in a self-controlled feedback condition. The participants were divided into three groups and received instructions that induced a fixed (Fixed group), malleable (Malleable group), or no conception of ability (Control group) while learning a golf putting task. After a pre-test, the participants performed 60 practice trials and were allowed to request feedback during practice according to their own needs and preferences. One day later, retention and transfer tests were performed to observe learning. Questionnaires measured motivation and preferences for feedback requests. No significant differences were found between groups in terms of self-efficacy, feedback frequency, and motor performance and learning. Participants in all groups preferred to request feedback mainly after good trials. The findings suggest that learners’ satisfaction with their autonomy and competence needs, resulting from choices regarding feedback, counteracts the negative effects of the fixed conception of ability. The results further highlight the important motivational role of feedback in motor learning.