Maior autoeficácia induz a melhor aprendizagem motora? Análise de uma condição de prática autocontrolada de fornecimento de feedback

• Autor(a) principal: Araujo Junior, João El Rei Pires de
• Data de Publicação: 2024
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/41006
• topic: Aprendizagem motora; Motor learning; Autocontrole; Self-controlled; Autoeficácia; Self-efficacy; Conhecimento de resultados; Knowledge of results; Feedback; Feedback; CNPQ::CIENCIAS DA SAUDE

Over the last two decades, a considerable amount of evidence has revealed gains in motor skill learning when learners have control over the provision of knowledge of results (KR). However, a major challenge remains to explain the mechanisms and processes behind the observed benefits. One of the explanations has been associated with self-efficacy, but it is known to date that having greater self-efficacy actually affects motor learning in a self-controlled condition. Therefore, the aim of this study was to investigate whether the level of self-efficacy of learners alters the acquisition of a coincident timing task in a self-controlled KR condition. In addition, the aim was to verify the strategies developed with regard to how much, when and what KR, in terms of the magnitude of the error, is requested by learners with different levels of self efficacy. To do this, the volunteers were divided into three groups with different levels of self efficacy before the learning tests (Higher, Lower and Intermediate self-efficacy), and with the freedom to choose KR after each attempt, they performed a coinciding timing task on two consecutive days (90 practice attempts) with learning being measured using retention and transfer tests (20 attempts each). To measure self-efficacy, a questionnaire was administered with questions related to the participants' confidence in performing the specific task before and during the acquisition of the task, and before the learning tests. The results showed an increase in the groups' self-efficacy, but no difference was found between them in either self-efficacy or performance in the learning tests. In addition, the groups showed similar frequency, timing and magnitude of the error of the requested KR throughout the acquisition phase. It can be concluded that the learners' level of self-efficacy does not affect the development of strategies for requesting KR and the learning of a coincident timing task.