The effect of teaching styles used in obtain of basketball basic skills on self-regulated learning strategies in motor skills

Purpose: It is aimed to investigate the effect of different teaching styles applied for teaching basic technical skills of basketball on self-regulated learning strategies in motor skills in Physical Education and Sports course. Material and Method: This study was conducted with pretest-posttest control group in an experimental design. In total 52 secondary school students, 6th grade, 26 experiments and 26 controls, voluntarily participated in the study. "Self-Regulated Learning Strategies Scale in Motor Skills" was used to obtain data in the pretest-posttest. The basic skills of basketball were tried to be acquired with different teaching styles (A-E) for the experimental group students and with the command style (A) for the control group. In the analysis of the data, t test for independent groups, t test for paired measurements, One Way Variance Analysis and Kruskall Wallis tests, further Confirmatory Factor Analysis were used. Findings: Results: According to the findings, there was no difference between the pretests. It was found the motivational beliefs subscale mean scores and "task value" subscale scores of the experimental group, as well as the learning strategies subscale mean scores, and the "metacognitive self-regulation" and "peer collaboration" subscales posttest scores were higher than the control group. This finding was found to be the same in difference (access) scores. Experimental group posttest learning strategies subscale mean scores and "asking for help" and "peer collaboration" subscales were found to be higher and statistically different from the pretest scores. According to the gender factor, the experimental group men were found to be higher than the mean scores of the learning strategies subscale of the control group men and statistically significant. Results: The applied teaching styles are an important distinguisher of motivational beliefs and learning strategies, and gender has also been identified as a factor affecting learning strategies.