Effects of stress in instructional emphasis on rate of motor learning of tertiary students

Abstract

Background: Physical educators and coaches are often charged with motor learning of their students. The effects stress poses to motor learning and motor performance is well documented. However, the sources of stress usually arose from the task difficulty or the environmental conditions itself. Thus, there is limited research available on instructional delivery and emphasis being the source of stress itself. Objective: This study aims to formalize the effects of stress attributed to instructional emphasis on the rate of motor learning of tertiary students. The present study attempts to formalize the effects of stress in instructional emphasis on the rate of motor learning (MLR) of tertiary students. 19 participants performed modified Quadratto Motor Performance (QMT). Performance scores were assessed to determine MLR. A modified stress questionnaire was utilized to assess stress levels. There were statistically significantly higher stress levels of participants during both pre-test and under Harsh Coaching Persona (HCP) when compared to Calm Coaching Persona (CCP). MLR. derived from motor performance, was statistically significantly lower when under a HCP as compared to when under a CCP. QMT scores may not accurately capture motor learning rate through performance outcome measures. Relaxation to reduce stress levels could aid learning.