2017 Volume 30 Issue 2 Pages 149-158
Psychological effects of an instructional strategy for gymnastics based on assorted experiences with versatile kinesthesis was examined and compared with mastery learning, for efficacy in achieving ideal movements. Participants were 24 healthy undergraduates. They were randomly divided into the “kinesthetic experiential group,” which experienced different movements and assorted kinesthesis, and the “model-mastery group” which practiced mastering ideal movements through balance exercises on a gymnastic ball. Psychological effects of the two types of instructional strategies were compared by using the Intrinsic Motivation Scale, the Sport Flow Scale, and the Two-Dimensional Mood Scale. Improvements in gymnastic performance were evaluated by self-assessment. Results indicated that participants in the kinesthetic experiential group had more intrinsic motivation, an increased flow state, a higher pleasure mood scores, and better self-assessed gymnastic performance than the model-mastery group. These findings suggest that instructional strategies using proactive trial and error learning, and assorted experiences with versatile kinesthesis would be more effective in promoting exercise performance and enjoyment.
