School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China.
School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China.
Psychol Sport Exerc. 2024 May;72:102601. doi: 10.1016/j.psychsport.2024.102601. Epub 2024 Jan 24.
Different motor learning methods (explicit or analogy learning) show different effects on motor performance stability, and reinvestment propensity plays an important role in motor performance stability. This study aimed to explore whether reinvestment propensity, that is, movement self-consciousness (MS-C) and conscious motor processing (CMP) as two dimensions, played a moderating role in the relationship between motor learning methods and motor performance stability. A total of 78 participants were randomly assigned to either the explicit or analogy learning group and their reinvestment propensity was measured. We recorded the number of golf putt goals in both the practice phase and the test phases (including a retention test and a stress test). In the moderating analysis, participants' reinvestment propensity was the moderating variable, and the dependent variable was motor performance stability (i.e., the difference between the two test phases). Results showed that motor performance was significantly different between practicing blocks, which indicated that the motor performance of learners was gradually increasing. The significant interaction between learning methods and the test phase on motor performance was detected, suggesting under stress, analogy learning was more likely to maintain the stability of motor performance, while explicit learning impaired the stability of motor performance. The CMP played a significant moderating role in the relationship between motor learning methods and motor performance stability. The result indicated that for learners with low CMP, the motor performance stability of analogy learning was better than explicit learning, while there was no significant difference in the stability of motor performance between the two learning methods for learners with high reinvestment propensity. No significant evidence was found that MS-C played a moderating role in the relationship between motor learning methods and motor performance stability. These findings expand the theoretical framework of motor skill learning and provide theoretical support for motor performance stability.
不同的运动学习方法（显性或类比学习）对运动表现稳定性表现出不同的影响，再投资倾向在运动表现稳定性中起着重要作用。本研究旨在探讨再投资倾向（即运动自我意识（MS-C）和有意识的运动加工（CMP）作为两个维度）是否在运动学习方法与运动表现稳定性之间的关系中起调节作用。共有 78 名参与者被随机分配到显性或类比学习组，并测量了他们的再投资倾向。我们记录了练习阶段和测试阶段（包括保留测试和压力测试）中高尔夫推杆进球数。在调节分析中，参与者的再投资倾向是调节变量，因变量是运动表现稳定性（即两个测试阶段之间的差异）。结果表明，练习阶段的运动表现存在显著差异，这表明学习者的运动表现逐渐提高。学习方法和测试阶段对运动表现的显著交互作用表明，在压力下，类比学习更有可能保持运动表现的稳定性，而显性学习则会损害运动表现的稳定性。CMP 在运动学习方法和运动表现稳定性之间的关系中起着显著的调节作用。结果表明，对于 CMP 较低的学习者，类比学习的运动表现稳定性优于显性学习，而对于再投资倾向较高的学习者，两种学习方法的运动表现稳定性之间没有显著差异。没有发现 MS-C 在运动学习方法和运动表现稳定性之间的关系中起调节作用的明显证据。这些发现扩展了运动技能学习的理论框架，为运动表现稳定性提供了理论支持。
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