The Effect of Teacher’s Instructional Language Types on Intrinsic Motivation, Self- Efficacy, and Performance Accuracy in A Darts Throwing Skill
الموضوعات : Report of Health Care
Fatemeh Ghanaatian Jahromi
1
(
Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran
)
Saeed Arsham
2
(
Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran
)
Rasoul Yaali
3
(
Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran
)
الکلمات المفتاحية: self-efficacy, Intrinsic Motivation, Instructional Language, Performance Accuracy,
ملخص المقالة :
Introduction: Features of the environment where practice takes place may influence performance, learning as well as the quality of experienced motivation. This study was performed with the aim of investigating the effect of teacher’s instructional language on students’ intrinsic motivation, self-efficacy, and performance accuracy while they were involved in performing a darts throwing skill. Methods: Forty-eight female students were randomly divided into three instructional language groups (autonomy supportive, controlling, neutral). All three groups watched the same silent clip about darts throwing. They performed 21 throws (as pre-test) and subsequently, each group watched a specific clip prepared for them. Instructions in the second clip provided learners with different degrees of choice or control in performing the task in spite of similar technical information. Then, each group performed 51 throws as their post-test. On the second day, all groups performed 21 throws without any instruction as retention test. All participants completed the Intrinsic Motivation Inventory by McAuley et al. (1991) before the pre-test and after the post- and retention tests. To test the research results, the statistical procedure ANOVA with repeated measures test with Bonferroni post-hoc test were used (P≤0.05). Results: The results revealed that the instructional language used in the autonomy-supportive group facilitated learning significantly through its effect on intrinsic motivation and self-efficacy (P≤0.05). In addition, on the acquisition and retention tests, the autonomy supportive group showed a significant better accuracy in throwing darts towards targets relative to the other two groups (P≤0.05). Conclusions: Giving choice to learners is a useful way in acquiring motor skills. Teachers must try to provide situations which promote learners’ sense of competence (self-efficacy) which in turn, improves learning. These situations can include information which is effective on the learners’ perception of their abilities. Giving autonomy to learners during practice and changing the instructional language to improve intrinsic motivation are different ways for creating such situations.
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