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Self-regulated learning in physical education: Examining the effects of emulative and self-control practice
dc.creator | Kolovelonis, A. | en |
dc.creator | Goudas, M. | en |
dc.creator | Hassandra, M. | en |
dc.creator | Dermitzaki, I. | en |
dc.date.accessioned | 2015-11-23T10:35:24Z | |
dc.date.available | 2015-11-23T10:35:24Z | |
dc.date.issued | 2012 | |
dc.identifier | 10.1016/j.psychsport.2012.01.005 | |
dc.identifier.issn | 1469-0292 | |
dc.identifier.uri | http://hdl.handle.net/11615/29577 | |
dc.description.abstract | Objective: This 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. Design: The design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test). Method: One 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. Results: The 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. Conclusions: These 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. (C) 2012 Elsevier Ltd. All rights reserved. | en |
dc.source | Psychology of Sport and Exercise | en |
dc.source.uri | <Go to ISI>://WOS:000303645800004 | |
dc.subject | Self-regulated learning | en |
dc.subject | Physical education | en |
dc.subject | Sport skills | en |
dc.subject | Social | en |
dc.subject | cognitive model | en |
dc.subject | Emulative practice | en |
dc.subject | Self-control practice | en |
dc.subject | MOTOR SKILL | en |
dc.subject | ACQUISITION | en |
dc.subject | MOTIVATION | en |
dc.subject | STUDENTS | en |
dc.subject | GOALS | en |
dc.subject | VIEW | en |
dc.subject | Hospitality, Leisure, Sport & Tourism | en |
dc.subject | Psychology, Applied | en |
dc.subject | Psychology | en |
dc.subject | Sport Sciences | en |
dc.title | Self-regulated learning in physical education: Examining the effects of emulative and self-control practice | en |
dc.type | journalArticle | en |
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