RESUMO
Relatedness represents the need to experience satisfaction from interpersonal acceptance and closeness with others and is considered a basic psychological human need. Studies testing the effects of supporting the learners' need for relatedness in motor learning (e.g., Gonzalez & Chiviacowsky, 2018) have manipulated relatedness basically by instructions from the experimenter and using practice and learning at an individual level. A different form of supporting the need for relatedness is through cooperative learning. In different domains, contexts involving cooperative effort strategies and goals were observed to result in greater positive interpersonal relationship and higher goal achievement in relation to individual efforts or competitive conditions. In this experiment, the effects of practice structured in cooperative or competitive ways on the learning of hitting a ball with a racket toward a target was tested. Adolescents practiced in pairs and were assigned to three experimental groups. In the cooperation group, the participants practiced in a cooperative condition while in the competitive group, the participants practiced in a competitive condition. Participants in a control group also practiced in the presence of another participant but were not induced at cooperative or competitive conditions. In the next day all groups performed retention and transfer tests. Questionnaires measured the participants' motivational and affective levels. The results show that cooperation increases intrinsic motivation, positive affect, self-efficacy, and task learning relative to individual efforts or competitive practice. Competition decreases perceived relatedness. The findings add to a growing body of evidence showing the importance of social relatedness for motor performance and learning. They also indicate a positive influential role of cooperation in motor learning.
Assuntos
Aprendizagem , Motivação , Logro , Adolescente , Humanos , Relações Interpessoais , Inquéritos e QuestionáriosRESUMO
Social relatedness is a basic psychological need to experience satisfaction of interpersonal acceptance and closeness with others. In this experiment, the effects of social relatedness on the learning of a task (hitting a ball with a racket toward a target) were tested in adolescents. Participants were assigned to three experimental groups. After a pre-test and before practice, participants in the relatedness support (RS) condition received instructions emphasizing recognition, importance, and interest in the participant's experience. Participants in the relatedness frustration (RF) condition received instructions emphasizing disinterest in the participant as a person. Control participants did not receive specific relatedness instructions. One day later, they performed retention and transfer tests. Questionnaires measured participants' motivational and affective levels. The results showed that supporting the relatedness need enhances task learning in adolescents. Motivation and affective levels were also affected. The findings are the first to show that social relatedness affects adolescent's motor performance and learning and reveal underlying mechanisms implicated in such effects.
Assuntos
Aprendizagem , Motivação , Adolescente , Humanos , Inquéritos e QuestionáriosRESUMO
O objetivo do presente estudo foi comparar os efeitos da freqüência de conhecimento de resultados(CR) auto-controlada com freqüências externamente controladas, na aprendizagem de uma tarefa motoracom demanda de força. Foram utilizados 24 sujeitos, estudantes universitários, distribuídos em doisgrupos: grupo auto-controlado e grupo externamente controlado. A tarefa requeria que os participantespressionassem um dinamômetro manual analógico com o objetivo de acertar 50% da sua forçamáxima. Diferente de resultados anteriores com adultos, não foram encontradas diferenças significativasentre os grupos.
The objective of the current study was to compare the effects of self controlled knowledge of results(KR) with externally controlled frequencies, in the learning of a motor task with a requirement of force in adults. Twenty four subjects were used, distributed into two groups: the self-controlled group andthe externally-controlled group. The tasks required that the participants press an analogical manualdynamometer with the goal of reaching a correct score of 50% of the maximum strength. No statisticaldifferences were found between the groups.