The effect of learner autonomy on motor learning: An empirical study in Dutch vocational education

Arnoud Katz, Wim Westera

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study investigated how student autonomy in physical education can
be enhanced without producing adverse effects. A sample of 150
students from Dutch preparatory vocational education was divided into
four groups subjected to different levels of autonomy during a physical
education lesson. The autonomy conditions varied from teacher-led
lessons to student-led task strategy selection, self-monitoring of task
execution with video-based self-feedback and self-assessment of
performance. Students in the autonomy conditions showed significantly
higher motor performance than students in the teacher-led condition.
Also, video-based self-feedback led to increased motor learning as
compared to video-based teacher-led feedback. Students’ self-
assessment scores of exercise performance were found to converge very
well with the scores assigned by the teachers. Finally, it was established
that high performers benefited more from enhanced autonomy than low
performers. Motivation was found to be high in all conditions, revealing
no significant differences.
Original languageEnglish
Pages (from-to)22-38
Number of pages17
JournalInternational Journal of Self-Directed Learning
Volume16
Issue number2
Publication statusPublished - 21 Oct 2019

Fingerprint

Vocational Education
autonomy
learning
video
student
teacher
self-assessment
physical education
performance
monitoring
Group

Keywords

  • physical education
  • autonomy
  • motor learning
  • Vocational Education
  • video-based self-feedback

Cite this

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title = "The effect of learner autonomy on motor learning: An empirical study in Dutch vocational education",
abstract = "This study investigated how student autonomy in physical education can be enhanced without producing adverse effects. A sample of 150 students from Dutch preparatory vocational education was divided into four groups subjected to different levels of autonomy during a physical education lesson. The autonomy conditions varied from teacher-led lessons to student-led task strategy selection, self-monitoring of task execution with video-based self-feedback and self-assessment of performance. Students in the autonomy conditions showed significantly higher motor performance than students in the teacher-led condition. Also, video-based self-feedback led to increased motor learning as compared to video-based teacher-led feedback. Students’ self-assessment scores of exercise performance were found to converge very well with the scores assigned by the teachers. Finally, it was established that high performers benefited more from enhanced autonomy than low performers. Motivation was found to be high in all conditions, revealing no significant differences.",
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author = "Arnoud Katz and Wim Westera",
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pages = "22--38",
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The effect of learner autonomy on motor learning : An empirical study in Dutch vocational education. / Katz, Arnoud; Westera, Wim.

In: International Journal of Self-Directed Learning, Vol. 16, No. 2, 21.10.2019, p. 22-38.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - This study investigated how student autonomy in physical education can be enhanced without producing adverse effects. A sample of 150 students from Dutch preparatory vocational education was divided into four groups subjected to different levels of autonomy during a physical education lesson. The autonomy conditions varied from teacher-led lessons to student-led task strategy selection, self-monitoring of task execution with video-based self-feedback and self-assessment of performance. Students in the autonomy conditions showed significantly higher motor performance than students in the teacher-led condition. Also, video-based self-feedback led to increased motor learning as compared to video-based teacher-led feedback. Students’ self-assessment scores of exercise performance were found to converge very well with the scores assigned by the teachers. Finally, it was established that high performers benefited more from enhanced autonomy than low performers. Motivation was found to be high in all conditions, revealing no significant differences.

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