The effect of instructional language types on students’ intrinsic motivation and motor learning

This study aims at investigating the effect of the type of instructional language on students’ intrinsic motivation and motor learning. Forty-eight female students of Farhangian University were randomly divided into three instructional language groups (autonomy supportive, controlling, and neutral). All groups watched a silent clip about darts throwing. Then, they performed 21 throws (pre-test) and subsequently, each group watched a specific clip prepared for them. The instructions in the second clip were prepared in such a way as to provide identical technical information but manifesting different degrees of choice or control in performing the task. Then, each group performed 51 throws as their post-test. On the second day, all groups performed 21 throws (retention test). All participants completed the Intrinsic Motivation Inventory by McAuley et al. (1991) after the three tests. The results of the repeated measures (ANOVA) showed that the instructional language in the autonomy supportive group facilitated learning significantly through its effect on intrinsic motivation this group.