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- W61769778 abstract "Achievement goal theory stipulates that achievement goals guide our beliefs and behaviour(Roberts, 2001). The two main achievement goals orientations identified in the sport andphysical activity literature are task and ego orientations (Nicholls, 1984). A person with astrong task orientation defines success in self-referenced terms, as improving one’s ownperformance or mastering new skills. Someone with a strong ego orientation defines successnormatively, as being better than others (Duda & Hall, 2001). The majority of existingresearch suggests that having a strong task orientation is a good thing, whether in regards tomotivationally adaptive responses (Standage & Treasure, 2002), self-referenced sources ofenjoyment (Yoo & Kim, 2002), adaptive sources of confidence (Magyar & Feltz, 2003), orstudents’ satisfaction with learning (Zandvliet & Straker, 2001).Similar to many studies with athletes, Nieminen, Varstala and Manninen (2001) found thatdance students tended to have stronger task than ego orientations. Even so, any method that2encourages dance students to focus on the process of what they are doing rather than whatothers are doing (i.e., comparing themselves to others) would be beneficial in helping studentsattend to relevant cues and improve their skills.Both teachers and students can become frustrated when either the desired level ofimprovement in student skills is not being achieved or when teachers are repeatedly sayingthe same thing with no apparent result. While teachers may need to provide more accurate,detailed or individual feedback, or improve the motivational climate of the class, sometimesthe situation is that the students need to engage more directly in the learning process.One possible intervention is the use of structured self-reflection. Using self-reflection sheetsthat cause respondents to focus on specific elements of technique or skills, and rate one’s ownperformance, should theoretically promote a task focus. Hanrahan (1999) suggested thatengaging in self-reflection may enhance intrinsic motivation as well as performance. Selfanalysisand self-monitoring have been found to positively influence the acquisition ofphysical skills (Lounsbery & Sharpe, 1996; Zimmerman & Kitsantas, 1996).The purpose of this study was to have dance students engage in structured self-reflection for anumber of weeks and then evaluate the self-reflection process." @default.
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- W61769778 date "2005-01-01" @default.
- W61769778 modified "2023-09-27" @default.
- W61769778 title "Success in Salsa: Students' evaluation of the use of self-reflection when learning to dance" @default.
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