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Abstract Objective The purpose of the present study was to examine whether supporting learners’ autonomy, by giving them a small choice (i.e., order of practice devices) while practicing a golf… Click to show full abstract
Abstract Objective The purpose of the present study was to examine whether supporting learners’ autonomy, by giving them a small choice (i.e., order of practice devices) while practicing a golf putting task, would enhance learning, confidence, and positive affect. Design Experimental, between-participants, and yoked design. Methods Two groups of participants practiced a golf-putting task under choice or control conditions. Choice group participants selected the order of three practice devices (visual cues, auditory cues, chest bar), while control group participants had to use those devices in the same order as their yoked choice-group counterpart. Learning was assessed by a delayed retention test. In addition to putting accuracy, we measured learners’ perceived choice, confidence, and positive affect. Results Practice and retention performance were enhanced in the choice relative to the control group. Perceived choice, confidence, and positive affect were rated higher by choice group participants as well. Conclusions Providing performers with a small choice during task practice had motivational benefits that resulted in enhanced learning, increased confidence, and more positive emotional responses.