please correct Abstract Today, one of the issues of interest by coaches is identifying variables that affect student engagement in homework and cause differences in their performance. In this regard, variables such as beliefs of autonomy, internal motivation and classroom structure have been emphasized as regulating the identified behavior. The purpose of this study the effect of Cooperative learning on Self-Efficacy, intrinsic Motivation and Motor learning in basketball basics skills. The statistical sample of this study included 30 female secondary school students of the second (tenth grade) age group of 15 to 16-year-old who were selected by available sampling method. All subjects completed pretest, internal motivation questionnaires, sport self-efficacy, and also basketball skills tests. Subjects were randomly divided into two groups of participatory learning (15) and control. Finally, after the intervention, the questionnaires were completed again and the basketball performance test was taken. From my test. Boxes were used to examine the equality of covariance matrices between dependent variables. Statistical studies showed that participation in basketball training courses with participatory style on the performance of pass, shoot and dribble skills had a significant effect on barriers, and this effect was not significant on self-efficacy and internal motivation of students in participatory training group. The results showed that collaborative learning increased the performance of basketball skills and the average of changes in these dependent variables (in pass, dribbling and shoot skills) in participatory learning was significantly different from that of conventional learning. Hence, it can be considered as an appropriate alternative to conventional learning for teaching functional skills.