1 |
Running |
Autonomy
Offering rationale (e.g., emphasizing the importance of learning FMS if they want to grow stronger and play sports) [37],
Using non-controlling voices or inviting languages (e.g., “Could you/we try…?”) [38],
Minimizing pressure (e.g., “It’s okay to fail. How about we try it together again?”) [39].
Providing challenging tasks/goals that stimulate students’ enthusiasm (“Can you knock down all of the bowling pins by using your best underhand rolling?”) [39,40].
|
2 |
Underhand rolling |
3 |
Jumping |
4 |
Striking |
5 |
Galloping |
6 |
Catching |
7 |
Sliding |
8 |
Kicking |
9 |
Hopping |
10 |
Dribbling |
11 |
Leaping |
Competence
Providing clear and understandable guidelines, rules, and feedback toward students’ behavior (e.g., providing specific instruction and encouragement to learn each FMS) [41,42].
Offering instrumental help and support (e.g., offering equipment based on the FMS-based lesson plans) [43].
Giving immediate positive and instructional feedback (e.g., “Wow, your swing is so great when you hit the ball. How about one step forward with your front foot when you hit the ball. Let’s try it again. Look! So much better”) [39,44,45].
|
12 |
Overhand throwing |
13 |
Galloping & Sliding |
14 |
Catching & Kicking |
15 |
Jumping & Hopping |
16 |
Striking & Dribbling |
17 |
Running & Leaping |
18 |
Underhand Rolling & Overhand throwing |
19 |
Galloping & Sliding |
Relatedness
Creating a cooperative peer environment (e.g., passing the ball to the partner by kicking; throwing the ball to the partner by underhand throwing) [46].
Interpersonal involvement with emotional support (e.g., affection, warmth) to students (e.g., pep talk to the children who failed the tasks) [47].
Investing a substantial amount of time, energy, and resources to engage with students (e.g., friendly talk with the participants before/after the lessons) [48].
|
20 |
Catching & Kicking |
21 |
Jumping & Hopping |
22 |
Striking & Dribbling |
23 |
Running & Leaping |
24 |
Underhand rolling & Overhand throwing |