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Research in educational psychology and sport psychology indicates that school achievement depends on students’ capacity to self-regulate their own learning processes. The purpose of this study was to investigate the self-regulation components employed by students in a natural physical education setting. Twenty-three French students, 14 and 15 years old, were videotaped during their regular physical education class as their teachers taught them a new skill. The students then watched a recording of their performance and provided the researcher with a verbal description of their cognitive activity during the lesson. Verbal data were then analyzed using both qualitative and quantitative techniques. The data revealed that the students employed a 17-component self-regulation model while learning a new skill in the natural physical education context. Three teaching models that emerged for eliciting the identified self-regulation components among students are also discussed.
Kermarrec is with UFR Sport et EP, 20 av le Gorgeu, CS 93 837, BREST CEDEX, FRANCE. Todorovich and Fleming are with the Dept. of Health, Education and Behavior, University of Florida, Gainesville, FL 32611-8210.