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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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Poppy DesClouds and Natalie Durand-Bush

Self-regulated learning (SRL) refers to “self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” ( Zimmerman, 2000 , p. 14). Effective SRL processes such as strategic planning, self-monitoring, and self-reflection have been

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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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André Moura, Ann MacPhail, Amândio Graça, and Paula Batista

processes of co-constructed, cooperative, and co- and self-regulated learning. The study lasted over an intense 4-month period at the end of the school placement (Table  1 ). Table 1 Study Design Month—week Activity/instrument Month 1—Weeks 3 and 4 Participant observation one Month 1—Weeks 3 and 4 Field

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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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of athlete development and independence over more data points to test relationships identified in this study. The Relationship Between Coach Behavior and Athlete Self-Regulated Learning Groffena, J.D., & Horn, T.S. (2021). International Journal of Sports Science and Coaching, 16 (1), 3–15. doi: 10

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Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh

). Durand-Bush et al. ( 2012 ) proposed that a self-regulation approach may encourage female coaches to “optimally function and adapt to their environment” (p. 26). Self-regulated learning is a dynamic, multifaceted approach that could be effectively applied to sport-coach education ( McCardle, Young