Shirin Zardoshtian, Behesht Ahmadi, Azadeh Azadi,
Volume 2, Issue 3 (8-2012)
Abstract
The aim of this study was to examine therelationship perceived autonomy-supportive behaviors of coaches onself-determined motivation and sport commitment of elitefemale players inHandball league. The research desing was a descriptive-correlational.For this pourpose statistical society of this research incloud 237 female players were selected equal to sample society. Perceived autonomy- supportive behaviors of coaches, self-determined motivation and sport commitment were assessed using the perceived autonomy support scale for exercise settings(PASSES), Sport Motivation Scale (SMS( and Sport Commitment Model Scale) scms) respectively. The validity and reliability of the questionnaires was measured and modified.Data were analyzed using multiple regression and Structural Equation Models (SEM) in significance level of P<0/05. The finding showed autonomy-supportive behaviors had significant positive correlation with intrinsic motivation, introjected regulation and indentified regulation. However, autonomy-supportive negative correlation amotivation.In addition, intrinsic motivation, introjected regulation and indentified regulation had significant positive correlation with sport commitment players.Multiple regression showed autonomy-supportive coaches was predictor factor for the intrinsic motivation, extrinsic motivation and sport commitment players.path analysis results offered support for the proposed model. Total mediation was supported in the case of intrinsic motivation, introjected regulation and indentified regulation in the relationship between autonomy-supportive coaches and sport commitment players. The findings underline the importance of perceived autonomy-supportive coaches in motivation and sport commitment players. The results provide support Self-determination Theory in elite players
Mehdi Babapuor, Jalal Dehghanizade,
Volume 15, Issue 29 (4-2025)
Abstract
Introduction: Motor learning has been measured differently based on two essential factors of OPTIMAL theory (autonomy support and increased expectations). Giving choice has been widely used in this field, but it has not been fully investigated in the learning of throwing skills according to these two factors.
Purpose: The present study aimed to investigate the benefits of giving choices using the order of practice choice on learning the putting accuracy skills and the psychological components of perceived autonomy and self-efficacy beliefs.
Method: In this quasi-experimental study, 24 novice participants with a mean age of 24.87 ± 3.26 were randomly assigned to experimental (n=12) and yoked (n=12) groups. Immediately after a 10-trial pretest, participants practiced three new tasks (visual cues, auditory cues, chest bar) to putt a golf ball into the center hole in six blocks. Then, the learning was measured during a 24-hour follow-up period under conditions completely similar to the pretest (10 trials).
Findings: The study assessed participants' skill accuracy, perceived autonomy, and self-efficacy across all three experimental phases. Mixed-design analysis of variance revealed that the order in which practice was structured significantly influenced golf putting accuracy, self-efficacy, and perceived autonomy (p ≥ 0.05).
Conclusion: The possibility of task-related small choices enhances perceived autonomy self-efficacy and, which leads to improved motor learning. Therefore, these findings are consistent with optimal theory.
