ArticleFrontiers in psychology2026
Effects of autonomy-supportive ski instruction on skill acquisition, mental toughness, and self-efficacy in novice skiers: a cluster-randomized controlled trial.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
6 authors.
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Abstract
Background: Instructional interactions in beginner skiing classes may influence both objective skill performance and psychological outcomes. However, longitudinal intervention evidence in high-risk skill-learning contexts remains limited, and objective skill performance and psychological outcomes have often been examined separately. Objective: This study aimed to compare the effects of autonomy-supportive teaching and conventional teaching on skill acquisition, self-efficacy, and mental toughness in beginner skiing instruction. Methods: A cluster-randomized controlled trial was conducted with 216 novice skiers from eight intact classes. The instructional program lasted 3 weeks and followed an intensive short-term schedule, with three 200-min sessions per week. Skill assessments and questionnaires were administered at three time points: after the standardized teaching phase in Week 1, after the Week 2 instructional sessions, and after the Week 3 instructional sessions. Linear mixed-effects models were used to examine Group × Time interaction effects. Results: Learners receiving autonomy-supportive teaching reported significantly greater increases in perceived teacher autonomy support than those receiving conventional teaching. Skill acquisition, self-efficacy, and mental toughness all showed significant Group × Time interaction effects, with the autonomy-supportive teaching group demonstrating greater incremental improvements over time. Conclusion: Autonomy-supportive teaching can simultaneously improve skill acquisition, self-efficacy, and mental toughness among novice skiers without increasing instructional time or practice volume. This study provides longitudinal empirical evidence for evaluating pedagogical intervention effects in high-risk skill-learning contexts.
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