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<p>This study explored the combined effects of specific goal setting and augmented feedback on motor learning and intrinsic motivation in a postural control task. A sex-stratified, randomized, and non-blinded study was conducted among 34 healthy young adults assigned to a goal-setting or a control group. Participants performed a postural control task using an unstable board. The goal-setting group received performance goal values prior to each trial and feedback after each trial, whereas the control group received feedback only. Balance performance was measured using an overall stability index, and intrinsic motivation was assessed using the Intrinsic Motivation Inventory. The experiment included a pretest, practice session, and retention test conducted 24&#xa0;h later. The goal-setting group outperformed the control group in the practice session and retention test. Significant improvements were observed in interest/enjoyment and perceived competence but not in effort/importance. The results suggest that combining specific, challenging, yet attainable goals with performance feedback enhances motor performance and facilitates motor learning and intrinsic motivation. The results provide practical and clinical implications for designing practice protocols aimed at motor-skill acquisition in sports and rehabilitation contexts.</p>

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Goal setting as a facilitator of motor learning in postural control task

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月2日

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  • Kazunori Akizuki,
  • Kosuke Takeuchi,
  • Ryohei Yamamoto,
  • Kazuto Yamaguchi,
  • Jun Yabuki

摘要

This study explored the combined effects of specific goal setting and augmented feedback on motor learning and intrinsic motivation in a postural control task. A sex-stratified, randomized, and non-blinded study was conducted among 34 healthy young adults assigned to a goal-setting or a control group. Participants performed a postural control task using an unstable board. The goal-setting group received performance goal values prior to each trial and feedback after each trial, whereas the control group received feedback only. Balance performance was measured using an overall stability index, and intrinsic motivation was assessed using the Intrinsic Motivation Inventory. The experiment included a pretest, practice session, and retention test conducted 24 h later. The goal-setting group outperformed the control group in the practice session and retention test. Significant improvements were observed in interest/enjoyment and perceived competence but not in effort/importance. The results suggest that combining specific, challenging, yet attainable goals with performance feedback enhances motor performance and facilitates motor learning and intrinsic motivation. The results provide practical and clinical implications for designing practice protocols aimed at motor-skill acquisition in sports and rehabilitation contexts.