ABSTRACT
The effects of autonomy support in motor performance and learning have been observed over the years through different lines of research that use a great variety of tasks – mostly closed self-paced tasks. The importance of extending research for a deeper understanding of the relationship between autonomy support, motivational outcomes, and motor performance and learning, in different contexts and populations, is highlighted. Feedback – information about one's performance by which learners can confirm, adjust, or reorganize not only performance, knowledge, and strategies, but also conceptions or views about one's self, abilities, and skills – is a key motivational factor for learning. The observation of actions of others provides learners with information about the form of movements and also about strategies to accomplish a determined task. The degree of control provided to learners regarding the manner in which a practice is organized – including the amount and the pacing of practice – plays an important role in motor performance and learning.
