The effect of positive motivational-deductive feedback with stereotyped and non-stereotyped conditions on motivation to participate in girls' physical activity and self-efficacy

The purpose of the present study was to examine the effects of positive motivational-deductive feedback under stereotyped and non-stereotyped conditions on the motivation to participate in physical activity and self-efficacy of beginner girls.

The study included 36 participants (mean age 14.2±3.33) who were randomly divided into three groups of 12. Each group practiced futsal skills based on their specific circumstances. In the stereotyped condition, participants were initially told that men are better than them, but in the next step, they were informed that their performance was actually better than men. They were encouraged by the feedback that they were better than men.

The analysis of covariance for both variables revealed a significant difference between the three groups in terms of promoting motivation and self-efficacy (p < 0.05). Specifically, the stereotyped group showed greater improvement compared to the non-stereotyped group, and the non-stereotyped group showed greater improvement compared to the control group.

Overall, our findings indicate that stereotyped conditions, when accompanied by positive analytical motivational feedback, can positively impact women's motivation and self-efficacy. Coaches can utilize these techniques in training and sports environments to enhance motivation and self-efficacy among athletes and promote their active lifestyles.