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William S. Little and Penny McCullagh

The present study examined the potential interaction effects of using different instructional strategies with intrinsically and extrinsically motivated youths. Subjects whose motivation to participate in sports was either one of intrinsic mastery or extrinsic mastery were randomly placed in one of two instructional groups: knowledge of results (KR) or knowledge of performance (KP). All four groups received a videotaped, modeled demonstration of the skill to be learned, the tennis forehand. Subjects participated in a 3-day acquisition period and a 1-day testing phase, during which both form and outcome scores were recorded. Analysis of acquisition outcome scores yielded no significant differences between motivational orientation or instructional groups. Multivariate analysis of the test phase outcome and form scores revealed significant group differences, as well as significant group-by-motivation and group-by-blocks interactions. Subsequent discriminant analyses indicated that form scores were more affected than outcome scores by the instructional and motivational group manipulations. The interaction results of the test phase supported the prediction of different performance effects as a function of motivational orientation and instructional strategy.