Document Type : Original research study
Authors
1 M.Sc. of Motor Control and Learning, University of Tehran
2 Associate Professor Of Motor Control and Learning, University of Tehran
Abstract
In Self-controlled practice, feedback is provided by the learner himself. The purpose of this study was to determine the effect of self-controlled practice of basketball shots performance on self-efficacy of female students. The statistical sample of this study included 20 female students who were randomly selected and divided into two self-controlled and yoked groups. The research was conducted in five sessions including a pre-test session, three sessions of practice, and a post-test session. Free Throw in basketball was chosen as the criterion task. The Sherer's self-efficacy questionnaire was completed and collected at the same time with pre-test and post-test. The results showed that self-controlled practice significantly contributed to the student's self-efficacy. As a result, due to the further improvement in the self-controlled group's retention and also the better self-efficacy, self-controlled practice has a positive effect on retention and self-efficacy of the individual.
Keywords
2. Bandura, A. (1997). Self-efficacy: The exercise of control. (3th ed) New York: Freeman and Company, (Vol.3), Pp: 588-604.
3. Boerkaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. Handbook of Self-Regulation. (5th ed) Burlington, San Diego, London: Elsevier Academic Press, Pp: 417-50.
4. Bund, A., & Wiemeyer, J. (2004). Self-controlled learning of a complex motor skill: Effects of the learners' preferences on performance and self-efficacy. Journal of Human Movement Studies, 215-36.
5. Chiviacowsky, S., & Thofehrn, H. (2017). Choices over feedback enhance motor learning in older adults. Journal of Motor Learning and Development, 5(2), Pp:304-18.
6. Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport, 73(4), Pp: 408-15.
7. Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner's performance. Research Quarterly for Exercise and Sport, 76(1), Pp: 42-8.
8. Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), Pp: 40-7.
9. Chiviacowsky, S., Wulf, G., Lewthwaite, R., & Campos, T. (2012). Motor learning benefits of self-controlled practice in persons with Parkinson's disease. Gait & Posture, 35(4), Pp: 601-5.
10. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Rochester: Springer Science & Business Media. New York: Plenum Publishing Co, Pp: 11-40.
11. Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36(2), Pp: 212-24.
12. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997a). Maximizing performance feedback effectiveness through videotape replay and a self-controlledlearning environment. Research Quarterly for Exercise and Sport, 68(4), 269-79.
13. Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997b). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68(4), Pp: 269-79.
14. Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills, 81(2), Pp: 627-34.
15. Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of self-efficacy, goals, and task strategies on task performance. Journal of Applied Psychology, 69(2), Pp: 241-51.
16. McCombs, M. (1989). Self – regulated learning and achievement: A phenomenological view. Research and Practice, Springer, New York, NY, Pp: 51-82.
17. Mobara, Y. L. (2014). Variability due to exercise self-control and tester feedback in terms of control over the way and make it run in the acquisition, retention and transfer shoot basketball. (Unpublished master dissertation). Razi University of Kermanshah. (In Persian).
18. Roozbehani, M. (2008). The effect of self-control and error estimation feedback on performance, retention and transfer production task force. (Unpublished master dissertation). Tehran University. (In Persian).
19. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), Pp: 54-67.
20. Salami, F., & Bahram, A. (2004). Motor learning (3rd ed). Tehran: Payam Noor University Press. Pp:4 (In Persian).
21. Salehi, H. (2002). As a result of the implementation of contextual interference effect on the way and shooting basketball. (Unpublished master dissertation). Esfahan University. (In Persian).
22. Schmidt, R., & Lee, T. (2005). Motor control & learning (4th ed). United States: Champaign. IL: Human Kinetics, (5th ed), Pp: 457.
23. Schunk, D. H., & Ertmer, P. A. (2000a). Self-regulation and academic learning: Self-efficacy enhancing interventions. San Diego: Academic Press. Handbook of Self-regulation, Purdue University, West Lafayette, Indiana, Pp: 631-49.
24. Sepasi, H., Norbakhsh, P., & Hoseini, D. (1988). Self-control feedback effects on acquisition and retention accuracy throwing skills
ten-year-old children. Sports Sciences, 1(2), Pp:11-30.
25. Straka, G. A. (2000). Conditions promoting self-directed learning at the workplace. Human Resource Development International, 3(2), 241-51.
26. Ste-Marie, D. M., Carter, M. J., Law, B., Vertes, K., & Smith, V. (2016). Self-controlled learning benefits: Exploring contributions of self-efficacy and intrinsic motivation via path analysis. Journal of Sports Sciences, 34(17), 1650-6.
27. Wulf, G., Clauss, A., Shea, Ch, & Whitacre, C. A. (2001). Benefits of self-control in dyad practice. Research Quarterly for Exercise and Sport, 72(3), Pp 299-303.
28. Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The optimal theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382-14.
29. Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70(3), Pp:265-72.
30. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), Pp: 329-39.
)