臺灣運動心理學報 民 109，20 卷，3 期，P43 - 58
Purpose: We aimed to investigate the motor performance and learning effects of learners by enhancing autonomy via manipulating self-controlled task difficulty and feedback. Method: Forty participants were recruited and randomly assigned to four groups: self-controlled task difficulty and feedback (SCTFB), self-controlled task difficulty and yoked feedback (SCTFBY), self-controlled task difficulty (SCT), and yoked task difficulty (SCTY). Self-paced golf putting was used as experimental task. Participants of each group completed 60 trials during the acquisition phase and 15 trials without feedback at a retention test 24 hours after the acquisition phase. Results: The number of trials was positively related to task difficulty in SCT, SCTY, and SCTFB groups. A significant correlation between motor performance and task difficulty was reported only in the SCTFB. The SCTFB and SCT groups exhibited better learning effects than their yoked groups. Conclusion: Learners' motor performance is supposed to not be influenced by self-controlled learning contexts. During a self-controlled task difficulty situation, learners tend to select increased task difficulty as a function of practice trials. Motor learning is significantly facilitated by practice situations emphasizing self-controlled task difficulty. Finally, self-controlled task difficulty combined with self-controlled feedback can also benefit motor learning but no additive effect.