Dyad training regulates intrinsic motivation and partner’s perception in physical education classes: a self-determination approach

Interpersonal coordination is ubiquitous in daily activities, where mutual behaviour is experienced to predict and achieve shared goals with a partner. This study aimed to examine the effect of dyad practice on intrinsic motivation and partners’ perception during learning sports skills in physical education (PE) classes in college students. Three PE classes (n = 24/class) were randomly divided into three groups: a solo and two dyad (coach-choice and self-choice) groups. The sports involved basic skills in volleyball, basketball, handball, and football training that lasted for 12 weeks. The AAHPERD test was used to assess sports performance two weeks after training as a delayed retention test. Intrinsic motivation inventory was utilized to evaluate the motivation of the groups, as well as dyad practice experience questionnaire for evaluating partner’s perception of dyad practice in the dyad groups at the end of the last training session. The results revealed that the self-choice partner group had a higher score relative to the other groups in motivation and partners’ perception. The results confirmed motivation-related theories of motor learning in dyadic practice. We recommend that teachers utilize dyad practice with self-choice partners to increase intrinsic motivation and positive perception of dyad practice in college students.