Does limiting pre-movement time during practice eliminate the benefit of practicing while expecting to teach?

Past research has revealed practicing and studying a motor skill with the expectation of teaching it to another person increases the amount of time participants spend preparing for movement during practice trials of the skill. However, it is unknown whether the increased motor preparation time explains the benefit of expecting to teach on motor learning. To address this question, we had participants practice golf putting with the expectation of teaching the skill to another participant the following day or the expectation of being tested on the skill the following day. We limited the motor preparation time for half of the participants who expected to teach and half of the participants who expected to test, and allowed the remaining participants to take as much motor preparation time as they liked. All participants were tested on their putting the next day. We predicted that participants who expected to teach would exhibit superior posttest performance, but this benefit would be exclusive to those participants who also practiced with unlimited motor preparation. Although the current data did not support this hypothesis, we also conducted an exploratory analysis in which we aggregated data from two prior experiments. This cumulative analysis suggested that expecting to teach does indeed enhance motor learning, but not through motor preparation during practice.

Learning a skill with the expectation of teaching it impairs the skill's execution under psychological pressure.

When practicing a motor skill, learners who are expecting to teach it to another person exhibit superior gains in skill execution and declarative knowledge. Since skills acquired with large gains in declarative knowledge are highly susceptible to decrement under psychological pressure, it is possible the advantage of expecting to teach is lost when performing the learned skill under pressure. To test this hypothesis, we had 40 participants practice golf putting with the expectation of teaching (teach group) and 42 participants practice with the expectation of being tested (test group). The next day, all participants performed low- and high-pressure posttests. The teach group outperformed the test group under low pressure but not high pressure, where the teach group's performance declined to that of the test group. Further, the teach group reported using more declarative knowledge during the posttests than the test group, but declarative knowledge use did not mediate the performance decline from low- to high-pressure posttest. Taken together, results suggest expecting to teach benefits skill learning, but this advantage is lost when performing the skill under high pressure. However, whether skill breakdown under high pressure is caused by an increase in declarative knowledge use remains an open question. (PsycINFO Database Record (c) 2019 APA, all rights reserved).