| THE EFFECT OF EXPECTATING TO TEACH ON MOTOR SKILL LEARNING IN NOVICE LEARNERS: SYSTEMATIC REVIEW OF STUDIES FROM THE LAST DECADE |
| Paper ID : 1625-SPORTCONGRESS |
| Authors |
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Parisa Pourbabaeimehrjardi1, Saeid Ahar *2 1master student, Department of physical education and sport sciences, Faculty of psychology and educational sciences, Yazd University 2assistant professor. Department of physical education and sport sciences, Faculty of psychology and educational sciences, Yazd University |
| Abstract |
| Introduction: However, the scattered evidence in this field necessitates a systematic synthesis. This systematic review aimed to aggregate and analyze empirical evidence from last decade on the impact of expecting to teach on motor skills learning in novices. Methods: This review was conducted by searching the PubMed, Scopus, Web of Science, PsycINFO, and ERIC databases from 2015 to 2025. Keywords included "expecting to teach," "test expectancy," "children," "motor learning," "skill acquisition," and "novices." Eligible studies were randomized controlled trials or quasi-experimental studies that directly investigated the impact of expecting to teach on objective measures of motor learning in child novices. The methodological quality of the studies was assessed using an appropriate tool Results:. The findings revealed a consistent pattern: Inducing a "teaching" mindset, compared to a "testing" mindset, led to better performance in complex motor tasks during the acquisition phase. Specifically, novices who expected to learn a skill in order to teach it to others demonstrated higher accuracy, smoother execution, and more efficient motor strategies compared to those who anticipated a stressful evaluation. More importantly, this advantage was not confined to the acquisition phase. In retention and transfer tests where the pressure of evaluation was removed, the "teaching" group maintained its superiority, indicating an effect on real learning, not merely temporary performance. Proposed mechanisms in the studies included reduced evaluation anxiety, increased cognitive flexibility, and deeper processing of motor information. Conclusion: Designing training environments that emphasize skill discovery and explanation (similar to teaching), rather than creating purely assessment-based environments, may be a powerful strategy for promoting durable and transferable learning in novices. Future research should investigate the effects of these mental framework in field by different tasks and long-term educational contexts. |
| Keywords |
| expecting to teach, review, motor skills learning, novice children, aquisition. |
| Status: Abstract Accepted (Poster Presentation) |
