The effect of choosing the order of the type of practice on learning and motivational mechanisms and information processing in the task of targeting

The purpose of the present study was to investigate whether giving the option to choose the order of practice devices using a self-control approach during golf practicum increases learning and motivational mechanisms and information processing or not. This semi-experimental research was conducted with a pre-test-post-test design and delayed retention, 24 beginner students were available and randomly placed in choice groups (n= 12) or yoked groups (n= 12). In the pre-test phase, the participants took the golf putting test. Following the pre-test, the choice group chose the order of the practice devices, while the yoked group used the devices in the order of the choice group. The amount of learning and motivational mechanisms and information processing in the pre-test and acquisition phases were measured on the first day and then one day later with a delayed retention test. The repeated measure analysis test showed that self-control has a significant effect on golf putting skills and motivational mechanisms. However, no significant effect was found on information processing and the level of engagement of learners in the task. According to the self-control of motor learning, a small choice such as the order of the practices to the performers during practice can lead to an increase in learning golf putting along with motivational mechanisms during skill execution. However, such conditions in the self-control approach have an effect on engagement and information processing in the tests. Not related to the task.