Impacts of autonomy-supportive versus controlling instructional language on motor learning

Human Movement Science

Volumn 36, Issue , 2014, Pages 190-198

  Hooyman, Andrew ^a   Wulf, Gabriele ^b   Lewthwaite, Rebecca ^a,c  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^b UNIVERSITY OF NEVADA   (United States)

^c RANCHO LOS AMIGOS NATIONAL REHABILITATION CENTER   (United States)

Author keywords

Choice; Cricket bowling action; Positive affect; Self efficacy

Indexed keywords

ACCURACY; ADULT; AFFECT; ARTICLE; AUTONOMY SUPPORTIVE INSTRUCTIONAL LANGUAGE; BOWLING; CONTROLLING INSTRUCTIONAL LANGUAGE; EMOTION; FEMALE; HUMAN; INTERMETHOD COMPARISON; LEARNING; MALE; MEDICAL PROCEDURES; MOTOR PERFORMANCE; MOTOR SKILL LEARNING; NEUTRAL INSTRUCTIONAL LANGUAGE; PERCEPTION; SELF CONCEPT; TASK PERFORMANCE; VIDEORECORDING; ATHLETIC PERFORMANCE; BIOMECHANICS; CONTROLLED STUDY; DECISION MAKING; EQUIPMENT DESIGN; INTERPERSONAL COMMUNICATION; LANGUAGE; LONG TERM MEMORY; MEMORY; PHYSIOLOGY; RANDOMIZED CONTROLLED TRIAL; REWARD; SPORT; YOUNG ADULT;

AFFECT; ATHLETIC PERFORMANCE; BIOMECHANICAL PHENOMENA; CHOICE BEHAVIOR; COMMUNICATION; EQUIPMENT DESIGN; FEMALE; HUMANS; LANGUAGE; LEARNING; MALE; MEMORY; MOTOR SKILLS; PERCEPTION; RETENTION (PSYCHOLOGY); REWARD; SPORTS; YOUNG ADULT;

EID: 84907145520     PISSN: 01679457     EISSN: 18727646     Source Type: Journal    
DOI: 10.1016/j.humov.2014.04.005     Document Type: Article

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