نوع مقاله : علمی- پژوهشی
نویسندگان
1 دانشگاه پیام نور
2 دانشیار گروه رفتار حرکتی- دانشگاه ارومیه
3 گروه تربیت بدنی و علوم ورزشی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Purpose: This study aimed to examine the role of autonomy-support and enhanced expectations in motivation and motor learning.
Methods: Sixty students were randomly assigned into 4 groups of 15 members. These groups were Autonomy Support + Enhanced Expectations (members were provided with the right to choose the throwing spot + received positive feedback on their performance progress); Enhanced Expectations (provided with positive feedback on their performance progress); Autonomy Support (provided with the right to choose the throwing spot); and a Control group (without any instruction). Participants performed a throwing task in the practice phase of 60 trials in a 2 x 2 design, (autonomy-support: Yes/No) * (enhanced expectations: Yes/No). Participants completed the motivation scale and then the retention tests with a delay of 2 hours and 24 hours.
Results: Analysis of variance showed that the main effect of autonomy-support on retention is significant (p=0.008). However, the main effect of enhanced expectations and the interaction effect of the two factors is not significant (p=0.40). In addition, both factors of autonomy-support (p=0.002) and enhanced expectancies (p=0.01) have additive effects on motivation.
Conclusion: The two factors of autonomy-support and enhanced expectations have additive benefits on motivation. Nevertheless, the main mechanism of the effect of these two factors on motor learning can be different.
کلیدواژهها [English]
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