Optimization effects of autonomy support, enhanced expectancies and external focus of attention in golf putting task

The purpose of this study was to verify the effect of AS-EF-EE conditions proposed in OPTIMAL theory (Wulf & Lewthwaite, 2016) and to calculate the frequency of conditions that played the most important role. In addition, the learning effect was verified by manipulating and treating the frequency of importance of each condition calculated. In Experiments 1 and 2, a golf putting task was used, and AS-EF-EE and control groups were used. MRE and BVE were used as dependent variables. In Experiment 1, the AS-EF-EE condition was applied to each trial, and the importance ratios of each condition chosen by participants were calculated. As a result, AS-EF-EE group showed more efficient learning effect than control group. The importance frequency ratios were AS (15.36%), EF (45.02%), and EE (35.59%) conditions. In Experiment 2, the importance frequency ratios of Experiment 1 were applied to the AS-EF-EE group, which was then devided into AS (9 trials), EF (27 trials), and EE (24 trials). Each condition was randomly provided in order through counterbalancing. As a result, the AS-EF-EE group showed more efficient learning effects than the control group. The combination and frequency control effects of the AS, EF, and EE conditions in this study suggest a new direction that can be utilized in various ways in motor skill learning.