The development of self-regulated learning of motor and sport skills in physical education: A review

Abstract

This review presents recent research findings regarding self-regulated learning in physical education. First, a brief overview of self-regulated learning is provided focusing on social cognitive models of self-regulation development. Then, research conducted in physical education settings adopting a social cognitive perspective of self-regulated learning is reviewed. Research findings support the effectiveness of the four-level training model of self-regulation development. According to this model, students learn effectively motor and sport skills when they experience sequentially observational, emulative, self-controlled, and self-regulated learning. Thus, this model can be used as an instructional approach for teaching motor and sport skills in physical education. Reflecting on research findings, directions for future research are discussed and practical applications are offered.