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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| The purpose of this study was to examine the influence of distinct motivationally-based instructional approaches on student_s game performance and involvement. 78 secondary physical education students were taught a unit of volleyball using one in either an autonomy-supportive, controlling or balanced instructional style. Using a pretest and posttest design, students were measured on their game performance and involvement during 20-minute game of volleyball. Data analysis indicated that students engaged in the autonomy-supportive context illustrated significantly higher levels of performance and involvement when compared with the other groups.
Keywords: Game Performance; Self-Determination Theory; Motivation |
| References |
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