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The development of self-regulated learning of motor skills in elementary physical education.

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CONTRIBUTORS:
  Author Kolovelonis Athanasios (b. ----, d. ----)
  Author Goudas Marios
  Author Dermitzaki Irini
CONFERENCE NAME:
  International conference of sport psychology
CONF. LOCATION: Hellenic Society of Sport Psychology & DPESS, University of Thessaly, Trikala, 5-6 November 2010
CONFERENCE YEAR: 2010
PUB TYPE: Conference Presentation
SUBJECT(S): None
DISCIPLINE: Psychology
HTTP:
LANGUAGE: English
PUB ID: 103-485-331 (Last edited on 2011/02/13 13:06:54 US/Mountain)
SPONSOR(S):
 
ABSTRACT:
Social cognitive perspective proposes that the development of self-regulated learning proceeds through four sequential levels, namely observation, emulation, self-control and selfregulation (Schunk & Zimmerman, 1997; Zimmerman, 2000). Adopting a microanalytic methodology (Zimmerman, 2008) we conducted three studies to examine the effects of self-regulatory processes on the development of self-regulation of learning motor skills in elementary physical education. Participants in three studies were 262 students (124 boys, 138 girls) from seven elementary schools, who attended nine fifth-grade (125 students) and seven sixth-grade (137 students) physical education classes. The first study showed that students who practiced sequentially with social feedback and then with process goals and selfrecording displayed the highest scores in dart throwing. The second study showed that selfrecording
had a positive effect on students’ dart-throwing performance and that setting combined process and performance goals were as effective as setting only process or performance goals. The third study showed that the use of instructional self-talk during goaldirected practice had a positive effect of students’ dart-throwing performance. Based on these results and the social cognitive approach of self-regulation development an instructional approach for learning motor and sport skills in elementary physical education can be formulated. According to this approach, students learn new skills effectively when sequentially listen instructions and observe skills’ demonstration, practice the skill with social feedback and self-direct their practice in structure settings, setting process and performance goals, self-observing their performance and using self-control techniques such as self-talk.
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