The Effect of Instructional Language Types on Perceived Choice, and the Learning of a Sports Skill

The purpose of this study was to investigate the effect of instructional language types on Perceived Choice, and the learning of darts throwing skill.

Forty-eight female students were randomly divided into three instructional language groups (autonomy-supportive, controlling, neutral). All groups watched a silent clip about darts throwing and subsequently performed 51 throws as their pre-test. On the second day, each group watched a specific clip prepared for them and then performed 51 throws as their post-test. The second clip provided learners with different degrees of choice or control in performing the task. All participants completed choice subscale questions from the Intrinsic Motivation Inventory by McAuley et al. (1991) before the pre-test and after the post-tests.

The results revealed that the instructional language used in the autonomy-supportive group facilitated learning significantly in this group.

Teachers must try to provide situations that promote learnerschr('39') sense of competence and Autonomy which in turn, improves learning.