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

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.