Enhanced expectancies by generic positive feedback do not influence the learning of a form-based motor skill in gymnastics

Coaches’ feedback may enhance one’s expectancies, a crucial motivational factor that facilitates athletes’ performance and learning of motor skills, yet evidence in aesthetic sports remains limited. This study examined the role of enhanced expectancies induced by generic positive feedback on motor performance and learning in aerobic gymnastics. Thirty-six female gymnasts (Mage = 14.1 years, SD = 3.48), divided into enhanced expectancies (EE) or control (Con) groups, completed a coordinative task across three phases—baseline (BT), practice (PT) and retention (RT)—and seven blocks—Block 1 BT, Blocks 2–6 PT, and Block 7 RT—in a between-subject design. Two certified gymnastics judges evaluated the execution scores. Participants also completed the 10-point Borg scale for perceived exertion (before and after each phase) and the Intrinsic Motivation Inventory (after BT, after PT, and before RT), assessing interest/enjoyment, perceived competence, and pressure/tension. Linear mixed-effects modelling revealed no statistically discernible differences between the EE and Con groups in movement execution quality, perceived exertion, or intrinsic motivation dimensions across phases. Both groups improved their execution scores over time, with EE showing a steeper improvement trajectory. Execution deductions decreased by approximately 70% from BT to RT in the EE group, compared with 34% in the Con group, as reflected in the block-level analysis. However, none of the between-group differences emerged as statistically discernible. Yet, the results contribute to the experimental exploration of the growing research interest in enhanced expectancies and motor performance and learning, expanding the literature to aesthetic sports contexts.