Subject Areas : Report of Health Care

Fatemeh Ghanaatian Jahromi ¹ , Saeed Arsham ² , Rasoul Yaali ³

1 - Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran
2 - Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran
3 - Department of Physical Education and Sport Sciences, Kharazmi University, Tehran, Iran

Received: 2018-08-04 Accepted : 2018-08-05 Published : 2018-03-01

Keywords:

References:

1. Hooyman A, Wulf G, Lewthwaite R. Impacts of autonomy-supportive versus controlling instructional language on motor learning. Hum Mov Sci. 2014; 36: 190- 198.‏


2. Sanli EA, Patterson JT, Bray SR, Lee TD. Understanding self-controlled motor learning protocols through the self-determination theory. Front Psychol. 2013; 3: 611.


3. Ryan RM, Deci EL. Self- determination theory and the facilitation of intrinsic motivation, social development, and well-being. Pract Innov (Wash DC). 2000; 55 (1): 68.‏


4. Lewthwaite R, Wulf G. Grand challenge for movement science and sport psychology: embracing the social-cognitive–affective–motor nature of motor behavior. Front Psychol. 2010; 1: 42.‏


5. Lewthwaite R, Wulf G. Motor learning through a motivational lens, in skill acquisition in sport: lit research, 2nd Edn, eds. Williams (London: Routlegde). 2012.


6. Lemos A, Wulf G, Lewthwaite R, Chiviacowsky S. Autonomy support enhances performance expectancies, positive affect, and motor learning. Sport Exerc Perform Psychol. 2017; 31: 28- 34.‏


7. Chiviacowsky S. Self- controlled practice: autonomy protects perceptions of competence and enhances motor learning. Sport Exerc Perform Psychol. 2014; 15 (5): 505- 510.‏


8. Wulf G, Chiviacowsky S, Drews R. External focus and autonomy support: two important factors in motor learning have additive benefits. Hum Mov Sci. 2015; 40: 176- 184.‏


9. De Muynck GJ, Vansteenkiste M, Delrue J, Aelterman N, Haerens L, Soenens B. The effects of feedback valence and style on need satisfaction, self-talk, and perseverance among tennis players: An experimental study. Int Rev Sport Exerc Psychol. 2017; 39 (1): 67- 80.‏


10. Deci EL, Schwartz AJ, Sheinman L, Ryan RM. An instrument to assess adults' orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Int J Sch Educ Psychol. 1981; 73 (5): 642.‏


11. Chen D, Singer RN. Self- regulation and cognitive strategies in sport participation. Int Rev Sport Exerc Psychol. 1992; 23 (4): 277- 300.


12. Leiker AM, Bruzi AT, Miller MW, Nelson M, Wegman R, Lohse KR. The effects of autonomous difficulty selection on engagement, motivation, and learning in a motion-controlled video game task. Hum Mov Sci. 2016; 49: 326- 335.‏


13. Lewthwaite R, Chiviacowsky S, Drews R, Wulf G. Choose to move: the motivational impact of autonomy support on motor learning. Psychon Bull Rev. 2015; 22 (5): 1383- 1388.


14. Wulf G, Lewthwaite R. Optimizing performance through intrinsic motivation and attention for learning: the OPTIMAL theory of motor learning. Psychon Bull Rev. 2016; 23 (5): 1382- 1414.


15. Leotti LA, Delgado MR. The inherent reward of choice. Psychological Science. 2011; 22 (10): 1310- 1318.‏


16. Abe M, Schambra H, Wassermann EM, Luckenbaugh D, Schweighofer N, Cohen LG. Reward improves long-term retention of a motor memory through induction of offline memory gains. Curr Opin Syst Biol. 2011; 21 (7): 557- 562.


17. Delavar A. The theoretical and practical fundamentals of research in humanities and social sciences. Roshd Publications. 2017.


18. Reeve J, Tseng CM. Cortisol reactivity to a teacher’s motivating style: the biology of being controlled versus supporting autonomy. Motiv Emot. 2011; 35 (1): 63- 74.‏


19. McAuley E, Wraith S, Duncan TE. Self‐ efficacy, perceptions of success, and intrinsic motivation for exercise. E J Appl Psychol. 1991; 21 (2): 139- 155.


20. Hancock GR, Butler MS, Fischman MG. On the problem of two- dimensional error scores: Measures and analyses of accuracy, bias, and consistency. J Mot Behav. 1995; 27 (3): 241- 250.‏


21. Deci E, Ryan RM. Intrinsic motivation and self-determination in human behaviour. Springer Sci Business Media. 1985.


22. Wulf G, Iwatsuki T, Machin B, Kellogg J, Copeland C, Lewthwaite R. Lassoing skill through learner choice. J Mot Behav. 2018; 50 (3): 285- 292.‏


23. Bernardi G, Ricciardi E, Sani L, Gaglianese A, Papasogli A, Ceccarelli R, Pietrini P. 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. 2013; 8 (10): e77764.‏


24. Buckner RL. The serendipitous discovery of the brain's default network. Neuroimage. 2012; 62 (2): 1137- 1145.‏


25. Bandura A. Self- efficacy: toward a unifying theory of behavioral change. Psychol Sex Rev. 1997; 84 (2): 191.

1.      Hooyman A, Wulf G, Lewthwaite R. Impacts of autonomy-supportive versus controlling instructional language on motor learning. Hum Mov Sci. 2014; 36: 190- 198.‏

2.      Sanli EA, Patterson JT, Bray SR, Lee TD. Understanding self-controlled motor learning protocols through the self-determination theory. Front Psychol. 2013; 3: 611.

3.      Ryan RM, Deci EL. Self- determination theory and the facilitation of intrinsic motivation, social development, and well-being. Pract Innov (Wash DC). 2000; 55 (1): 68.‏

4.      Lewthwaite R, Wulf G. Grand challenge for movement science and sport psychology: embracing the social-cognitive–affective–motor nature of motor behavior. Front Psychol. 2010; 1: 42.‏

5.      Lewthwaite R, Wulf G. Motor learning through a motivational lens, in skill acquisition in sport: lit research, 2nd Edn, eds. Williams (London: Routlegde). 2012.

6.      Lemos A, Wulf G, Lewthwaite R, Chiviacowsky S. Autonomy support enhances performance expectancies, positive affect, and motor learning. Sport Exerc Perform Psychol. 2017; 31: 28- 34.‏

7.      Chiviacowsky S. Self- controlled practice: autonomy protects perceptions of competence and enhances motor learning. Sport Exerc Perform Psychol. 2014; 15 (5): 505- 510.‏

8.      Wulf G, Chiviacowsky S, Drews R. External focus and autonomy support: two important factors in motor learning have additive benefits. Hum Mov Sci. 2015; 40: 176- 184.‏

9.      De Muynck GJ, Vansteenkiste M, Delrue J, Aelterman N, Haerens L, Soenens B. The effects of feedback valence and style on need satisfaction, self-talk, and perseverance among tennis players: An experimental study. Int Rev Sport Exerc Psychol. 2017; 39 (1): 67- 80.‏

10.  Deci EL, Schwartz AJ, Sheinman L, Ryan RM. An instrument to assess adults' orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Int J Sch Educ Psychol. 1981; 73 (5): 642.‏

11.  Chen D, Singer RN. Self- regulation and cognitive strategies in sport participation. Int Rev Sport Exerc Psychol. 1992; 23 (4): 277- 300.

12.  Leiker AM, Bruzi AT, Miller MW, Nelson M, Wegman R, Lohse KR. The effects of autonomous difficulty selection on engagement, motivation, and learning in a motion-controlled video game task. Hum Mov Sci. 2016; 49: 326- 335.‏

13.  Lewthwaite R, Chiviacowsky S, Drews R, Wulf G. Choose to move: the motivational impact of autonomy support on motor learning. Psychon Bull Rev. 2015; 22 (5): 1383- 1388.

14.  Wulf G, Lewthwaite R. Optimizing performance through intrinsic motivation and attention for learning: the OPTIMAL theory of motor learning. Psychon Bull Rev. 2016; 23 (5): 1382- 1414.

15.  Leotti LA, Delgado MR. The inherent reward of choice. PsychologicalScience. 2011; 22 (10): 1310- 1318.‏

16.  Abe M, Schambra H, Wassermann EM, Luckenbaugh D, Schweighofer N, Cohen LG. Reward improves long-term retention of a motor memory through induction of offline memory gains. Curr Opin Syst Biol. 2011; 21 (7): 557- 562.

17.  Delavar A. The theoretical and practical fundamentals of research in humanities and social sciences. Roshd Publications. 2017.

18.  Reeve J, Tseng CM. Cortisol reactivity to a teacher’s motivating style: the biology of being controlled versus supporting autonomy. Motiv Emot. 2011; 35 (1): 63- 74.‏

19.  McAuley E, Wraith S, Duncan TE. Self‐ efficacy, perceptions of success, and intrinsic motivation for exercise. E J Appl Psychol. 1991; 21 (2): 139- 155.

20.  Hancock GR, Butler MS, Fischman MG. On the problem of two- dimensional error scores: Measures and analyses of accuracy, bias, and consistency. J Mot Behav. 1995; 27 (3): 241- 250.‏

21.  Deci E, Ryan RM. Intrinsic motivation and self-determination in human behaviour. Springer Sci Business Media. 1985.

22.  Wulf G, Iwatsuki T, Machin B, Kellogg J, Copeland C, Lewthwaite R. Lassoing skill through learner choice. J Mot Behav. 2018; 50 (3): 285- 292.‏

23.  Bernardi G, Ricciardi E, Sani L, Gaglianese A, Papasogli A, Ceccarelli R,

Pietrini P. 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. 2013; 8 (10): e77764.‏

24.  Buckner RL. The serendipitous discovery of the brain's default network. Neuroimage. 2012; 62 (2): 1137- 1145.‏

25.   Bandura A. Self- efficacy: toward a unifying theory of behavioral change. Psychol Sex Rev. 1997; 84 (2): 191.