Relacionamento social e aprendizagem motora em idosos

Abstract

Recent studies have shown that providing individuals with instructions supporting the need for social relationships has improved motor learning in young adults (GONZALEZ; CHIVIACOWSKY, 2016; CHIVIACOWSKY et al., 2019). The present study aimed to observe the effects of practice satisfying the basic psychological need for relatedness on the learning a motor skill, self-efficacy, motivation and affection in older adults. Forty-five participants, men and women, participated in the study, divided into three groups: relatedness support group (RS), frustrated relatedness group (RF), and control group (CG). The RS group received instructions that emphasized recognition, proximity and interest, whereas the RF group received instructions that emphasized personal disinterest and detachment. The control group did not receive relatedness instructions. The task consisted in riding the pedalo the 7-meter straight line as quickly as possible. After the pre-test and the practice phase, and before the retention test, participants answered questionnaires in oder to evaluate perceived self-efficacy, motivation and affection in each group. The results showed higher performance and learning, as well as higher scores of self-efficacy, motivation and positive affect, for participants of the RS group relative to the RF and CG groups. Such findings allow the conclusion that practice conditions offering instructions that express proximity and interest in learners' experiences, meeting the need for social relationship, increase performance and motor learning, as well as self-efficacy, motivation and affection in older adults