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Ron E. McBride and Ping Xiang

Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed intrinsic regulation, were autonomous, and the males scored significantly higher on intrinsic regulation and perceived health. Of four regulators, intrinsic regulation predicted student perceived health. The social nature of regulation also cannot be overlooked in providing practicable opportunities and relationships that influence learning in university physical activity classes.

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Alexander T. Latinjak, Marc Masó and Nikos Comoutos

experience sampling [ Dickens, Van Raalte, & Hurlburt, 2017 ]), to verify and expand on the results of this study. Despite its limitations, this study has illustrated a self-regulated learning strategy, employed by novice Ultimate Frisbee players: goal-directed self-talk. Our results shed light on internal

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Athanasios Kolovelonis and Marios Goudas

Higher levels of learning and performance in sport skills are facilitated by the development of self-regulated learning (e.g.,  Goudas, Kolovelonis, & Dermitzaki, 2013 ). From a social cognitive view ( Zimmerman, 2000 ), self-regulated learning involves three interactive phases taking place before

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Edward K. Coughlan, A. Mark Williams and Paul R. Ford

.J. , & Kitsantas , A. ( 1996 ). Self-regulated learning of motoric skill: The role of goal-setting and self-monitoring . Journal of Applied Sport Psychology, 8 , 60 – 75 . doi:1041-3200/96/0060-0075 10.1080/10413209608406308 Zimmerman , B.J. , & Kitsantas , A. ( 1997 ). Developmental phases in self

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Gert Vande Broek, Filip Boen, Manu Claessens, Jos Feys and Tanja Ceux

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.

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Claire Sangster Jokić, Helene Polatajko and David Whitebread

Children with developmental coordination disorder (DCD) experience difficulty performing everyday motor tasks. It is has been suggested that children with DCD have fewer self-regulatory (SR) skills with which to acquire motor skills. This article presents the results of an exploratory study examining the development of SR competence among ten 7–9-year-old children with DCD participating in the Cognitive Orientation to daily Occupational Performance (CO-OP) program (Polatajko & Mandich, 2004). Using a quantitative observational coding method, children’s SR behavior was examined and compared across intervention sessions. Results indicate that children demonstrating improved motor performance similarly demonstrated more independent and effective SR behaviors. In contrast, children whose motor performance remained relatively stable failed to demonstrate such a change. These findings suggest that CO-OP enables SR performance among children with motor performance difficulties and, as a result, facilitates improved task performance.

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Katie Dray and Kristy Howells

), learners using e-portfolios engage in more self-regulated learning by assuming more responsibility for their learning, understanding their strengths and weaknesses and acting on these to generate their learning goals. Indeed, a number of studies have supported the idea that the generation of e

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Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre

, 2015 ; Zimmerman, 2000 ). Within Zimmerman’s ( 2000 ) social-cognitive model of self-regulated learning and performance, effective self-regulation capacity involves cyclically managing a network of competencies (e.g., goal-setting, self-observing, drawing adaptive conclusions) over three phases

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Amparo Escartí, Ramon Llopis-Goig and Paul M. Wright

empathy, leadership skills, self-regulated learning, self-efficacy for self-regulation, as well as personal and social responsibility ( Escartí et al., 2010 ; Gutierrez, Escartí, & Pascual, 2011 ; Walsh, Ozaeta, & Wright, 2010 ; Wright & Burton 2008 ; Wright, Li, Ding, & Pickering, 2010

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Jian Wang, Bo Shen, Xiaobin Luo, Qingshan Hu and Alex C. Garn

sustaining self-regulated learning . International Journal of Educational Research, 31 , 459 – 470 . doi:10.1016/S0883-0355(99)00015-4 10.1016/S0883-0355(99)00015-4 Retelsdorf , J. , Butler , R. , Streblow , L. , & Schiefele , U. ( 2010 ). Teachers’ goal orientations for teaching: Associations