1. Bernardi, G., Ricciardi, E., Sani, L., Gaglianese, A., Papasogli, A., Ceccarelli, R., Franzoni, F., Galetta, F., Santoro, G., & Goebel, R. (2013). How skill expertise shapes the brain functional architecture: an fMRI study of visuo-spatial and motor processing in professional racing-car and naïve drivers. PloS one, 8(10), e77764. [
DOI:10.1371/journal.pone.0077764]
2. Buckner, R. L. (2012). The serendipitous discovery of the brain's default network. Neuroimage, 62(2), 1137-1145. [
DOI:10.1016/j.neuroimage.2011.10.035]
3. Chen, D., & Singer, R. N. (1992). Self-regulation and cognitive strategies in sport participation. International Journal of Sport Psychology.
4. Chua, L.-K., Wulf, G., & Lewthwaite, R. (2018). Onward and upward: Optimizing motor performance. Human Movement Science, 60, 107-114. [
DOI:10.1016/j.humov.2018.05.006]
5. De Muynck, G.-J., Vansteenkiste, M., Delrue, J., Aelterman, N., Haerens, L., & Soenens, B. (2017). The effects of feedback valence and style on need satisfaction, self-talk, and perseverance among tennis players: An experimental study. Journal of sport and exercise psychology, 39(1), 67-80. [
DOI:10.1123/jsep.2015-0326]
6. Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of educational Psychology, 73(5), 642. [
DOI:10.1037/0022-0663.73.5.642]
7. Edwards, W. H. (2010). Motor learning and control: From theory to practice. Cengage Learning.
8. Hancock, G. R., Butler, M. S., & Fischman, M. G. (1995). On the problem of two-dimensional error scores: Measures and analyses of accuracy, bias, and consistency. Journal of motor behavior, 27(3), 241-250. [
DOI:10.1080/00222895.1995.9941714]
9. Hooyman, A., Wulf, G., & Lewthwaite, R. (2014). Impacts of autonomy-supportive versus controlling instructional language on motor learning. Human Movement Science, 36, 190-198. [
DOI:10.1016/j.humov.2014.04.005]
10. Iwatsuki, T., Abdollahipour, R., Psotta, R., Lewthwaite, R., & Wulf, G. (2017). Autonomy facilitates repeated maximum force productions. Human Movement Science, 55, 264-268. [
DOI:10.1016/j.humov.2017.08.016]
11. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research quarterly for exercise and sport, 68(4), 269-279. [
DOI:10.1080/02701367.1997.10608008]
12. Kim, W., Chang, Y., Kim, J., Seo, J., Ryu, K., Lee, E., Woo, M., & Janelle, C. M. (2014). An fMRI study of differences in brain activity among elite, expert, and novice archers at the moment of optimal aiming. Cognitive and Behavioral Neurology, 27(4), 173-182. [
DOI:10.1097/WNN.0000000000000042]
13. Kühn, A. A., Brücke, C., Hübl, J., Schneider, G.-H., Kupsch, A., Eusebio, A., Ashkan, K., Holland, P., Aziz, T., & Vandenberghe, W. (2008). Motivation modulates motor-related feedback activity in the human basal ganglia. Current Biology, 18(15), R648-R650. [
DOI:10.1016/j.cub.2008.06.003]
14. Leiker, A. M., Bruzi, A. T., Miller, M. W., Nelson, M., Wegman, R., & Lohse, K. R. (2016). The effects of autonomous difficulty selection on engagement, motivation, and learning in a motion-controlled video game task. Human Movement Science, 49, 326-335. [
DOI:10.1016/j.humov.2016.08.005]
15. Lemos, A., Wulf, G., Lewthwaite, R., & Chiviacowsky, S. (2017). Autonomy support enhances performance expectancies, positive affect, and motor learning. Psychology of Sport and Exercise, 31, 28-34. [
DOI:10.1016/j.psychsport.2017.03.009]
16. Lewthwaite, R., Chiviacowsky, S., Drews, R., & Wulf, G. (2015). Choose to move: The motivational impact of autonomy support on motor learning. Psychonomic bulletin & review, 22(5), 1383-1388. [
DOI:10.3758/s13423-015-0814-7]
17. Lewthwaite, R., & Wulf, G. (2012). 10 Motor learning through a motivational lens. Skill acquisition in sport: Research, theory and practice, 173.
18. Li, G., He, H., Huang, M., Zhang, X., Lu, J., Lai, Y., Luo, C., & Yao, D. (2015). Identifying enhanced cortico-basal ganglia loops associated with prolonged dance training. Scientific reports, 5(1), 1-11. [
DOI:10.1038/srep10271]
19. Liu, D. L. J., Graham, S., & Zorawski, M. (2008). Enhanced selective memory consolidation following post-learning pleasant and aversive arousal. Neurobiology of learning and memory, 89(1), 36-46. [
DOI:10.1016/j.nlm.2007.09.001]
20. McAuley, E., Wraith, S., & Duncan, T. E. (1991). Self‐Efficacy, Perceptions of Success, and Intrinsic Motivation for Exercise 1. Journal of applied social psychology, 21(2), 139-155. [
DOI:10.1111/j.1559-1816.1991.tb00493.x]
21. Patterson, J. T., Carter, M., & Sanli, E. (2011). Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context. Research quarterly for exercise and sport, 82(4), 624-633. [
DOI:10.1080/02701367.2011.10599799]
22. Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher's motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35(1), 63-74. [
DOI:10.1007/s11031-011-9204-2]
23. Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in psychology, 3, 611. [
DOI:10.3389/fpsyg.2012.00611]
24. Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological review, 115(2), 336. [
DOI:10.1037/0033-295X.115.2.336]
25. Sheldon, K. M., & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game‐learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47(2), 267-283. [
DOI:10.1348/014466607X238797]
26. Su, Y.-L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational psychology review, 23(1), 159-188. [
DOI:10.1007/s10648-010-9142-7]
27. Wulf, G. (2007). Self-controlled practice enhances motor learning: implications for physiotherapy. Physiotherapy, 93(2), 96-101. [
DOI:10.1016/j.physio.2006.08.005]
28. Wulf, G., Iwatsuki, T., Machin, B., Kellogg, J., Copeland, C., & Lewthwaite, R. (2018). Lassoing skill through learner choice. Journal of motor behavior, 50(3), 285-292. [
DOI:10.1080/00222895.2017.1341378]
29. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review, 23(5), 1382-1414. [
DOI:10.3758/s13423-015-0999-9]