| Popis: |
Autonomy, competence, and relatedness are considered basic psychological needs that when supported can have positive psychological and performance outcomes. An effective way to foster perceptions of autonomy is through the provision of autonomy-supportive language, which has been shown to be beneficial in a variety of settings including educational psychology, coaching, and health contexts. Despite being included in the OPTIMAL theory of motor learning, autonomy-supportive instructional language has received minimal attention in the motor learning literature. To address this gap, the purpose of this study is to investigate the effects of autonomy-supportive instructional language on motor learning. |
