Document Type : Research Paper
Authors
1 Faculty of Sport Sciences, University of Isfahan, Isfahan, Iran
2 Faculty of Sport Sciences, University of Isfahan
3 University of Hawaii at Hilo, Hilo, USA
Abstract
Studies indicate that exposure to gender-stereotypical conditions adversely affects children's motor learning. This study aimed to alleviate the negative impact of gender-stereotypical threats on girls' motor learning through autonomy support. Fifty-four girls (Mage = 10.37, SD = 0.48 years) were assigned to Stereotype Threat with Autonomy Support (ST/AS), Yoked Stereotype Threat (ST/Y), or Yoked Nullified Stereotype (NST/Y) groups. Before practicing a futsal slalom dribbling task, participants in ST/AS and ST were informed of boys' perceived superiority in natural athletic abilities. ST/AS participants were given authority over ball color and selection. The intrinsic Motivation Inventory (IMI) measures intrinsic motivation. Analysis of variance (ANOVA) revealed no significant difference in performance between the NST and ST/AS groups. However, the ST group demonstrated poorer motor performance on both retention and transfer tests. The results revealed negative correlation coefficients between intrinsic motivation and dribbling time scores in both the retention and transfer tests. These findings suggest that autonomy support can counteract the detrimental effects of gender-stereotypical threats on children's motor learning, offering valuable insights for interventions and practices.
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