Self-regulated learning in physical education: Examining the effects of emulative and self-control practice

ObjectiveThis study examined the effectiveness of sequential practice from the emulation to the self-control level of the social cognitive model of self-regulated learning development. The model proposes that students who practice with social feedback at the emulation level first and then set goals and self-record their performance at the self-control level master sport skills effectively.DesignThe design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test).MethodOne hundred fifth and sixth grade students (40 boys and 60 girls) were assigned to four experimental and one control group and practiced the basketball dribble.ResultsThe results showed that students of all experimental groups improved their dribbling performance from pre- to post-test. Students who received social feedback and observed repeated demonstrations at the emulation level and then set process or performance goals and self-recorded their performance at the self-control level improved their dribbling performance more than students who missed emulative practice. No improvement was found for control group students.ConclusionsThese results supported the effectiveness of the social cognitive model of self-regulated learning development, showing that this model can be used as an instructional approach for teaching sport skills in physical education.

► The sequential practice from the emulation to the self-control level enhanced dribbling performance.
► Social feedback and repeated demonstrations enhanced dribbling performance.
► Practice with goals and self-recording resulted in superior dribbling performance compared to simple practice.