SELF-EFFICACY INFLUENCES MOTOR SKILLS DEVELOPMENT

Although we may prefer to believe that learning a motor skill is purely learning a set of physical techniques, we have to consider that most learning typically takes place in the context of an interpersonal relationship with a teacher. The critical question is how does this interaction affect the development of motor skills? It appears that the mediating factor between the presentation of the instructions by the teacher and the performance of the skill by the student may be the cognitive process of self-efficacy (Escarti & Guzman, 1999).

Some may argue that the development of effective skills may lead to the increased self-efficacy demonstrated by students of high ability. Although this process occurs, it is not sufficient for explaining the role of developing self-efficacy and its impact on learning motor skills.

To fully explain the role of self-efficacy, we must evaluate the interpersonal context of how the teacher or coach provides feedback to the athlete, how that feedback affects self-efficacy, and how self-efficacy enhances performance. Unfortunately, studies directly examining this relationship are sparse, and therefore, the inferences need to be made based on research examining the relation of the different components of the equation such as the feedback/self-efficacy relationship and the self-efficacy/motor skills relationship.   READ MORE: page 2

Self-Efficacy Influences Motor Skills Development--page 1
 
How Does Instructor Feedback Affect Skill Development?--page 2
 
How Does the Type of Instructor Feedback Affect Skill Development?--page 3

How Does Intrinsic Motivation Develop?--page 4
 
How Should Feedback Be Provided to Athletes?--page 5

Summary of Link Between Feedback, Self-Efficacy, and Skill Development--page 6