Chien-Chih Chou *, Mei-Yao Huang **, Chung-Ju Huang ***, Frank J. H. Lu **** and Hsin-Yu Tu *****
(*) Graduate Institute of Sport, University of Taipei, Taiwan
(**) Department of Sport Promotion, National Taiwan Sport University, Taiwan
(***) Graduate Institute of Sport Pedagogy, University of Taipei, Taiwan
(****) Department of Physical Education, Chinese Culture University, Taiwan
(*****) Department of Physical Education, National Taiwan Normal University, Taiwan
Citation
Chou, C., Huang, M., Huang, C., J. H. Lu, F., Tu, H. (2015). The mediating role of critical thinking on motivation and peer interaction for motor skill performance. International Journal of Sport Psychology, 46(5), 391-408. doi:10.7352/IJSP.2015.46.391
Abstract
PURPOSE: Based on the theory of cognitive and motor development, this study examined the mediating role of critical thinking in relation to peer interaction, learning motivation, and motor skill performance. METHODS: Fifth- and sixth- grade students from 23 elementary schools completed measures regarding critical thinking, learning motivation, and peer interaction, and motor skill tests. RESULTS: The findings showed that positive peer relationships and learners’ motivation exhibited facilitative impacts on critical thinking skills, whereas negative peer relationships yielded a debilitating influence. Moreover, critical thinking was found to be a mediating factor among the relationships of learning motivation, peer interaction, and motor Skill Performance. CONCLUSION: The findings suggest that physical education teachers should create a supportive learning environment and emphasize positive peer interactions to increase learners’ motivation and critical thinking skills, which in turn can improve students’ motor skill performance.
Keywords: Cognitive Thinking, Learner-learner relationships, Physical education