Goal-Directed Self-Talk Used During Technical Skill Acquisition: The Case of Novice Ultimate Frisbee Players

2018 ◽  
Vol 32 (1) ◽  
pp. 60-65 ◽  
Author(s):  
Alexander T. Latinjak ◽  
Marc Masó ◽  
Nikos Comoutos
Keyword(s):  
Skill Acquisition ◽  
Error Detection ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Training Session ◽  
Technical Skill ◽  
Self Regulated Learning ◽  
Self Talk ◽  
Regulated Learning ◽  
Ultimate Frisbee

Even though goal-directed self-talk is a key element in self-regulated learning, providing instruction and giving feedback during technical skill acquisition, few studies have explored the specific functions with which it might enhance learning and improve performance. Therefore, immediately after a training session, 32 novice Ultimate Frisbee players (Mage = 22.88, SD = 9.71) were asked to report as many self-instructions as they remembered using before task execution, after unsuccessful throws, and after successful throws. A hierarchical content analysis indicated that players used mainly instructional self-talk in all situations. However, instructional self-talk was aimed at technical aspects before their throws; at negative reinforcement, error detection, and technical adjustment after unsuccessful throws; and at positive reinforcement and technical transference after successful throws. Other functions of self-talk were confidence-enhancement and goal-promotion. Overall, we discussed that goal-directed self-talk is a relevant self-regulated learning strategy employed by novice Ultimate Frisbee players when acquiring technical skills.

Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning

2018 ◽  
Vol 45 (8) ◽  
pp. 3146-3177 ◽  
Author(s):  
Jay H. Hardy ◽  
Eric Anthony Day ◽  
Logan M. Steele
Keyword(s):  
Skill Acquisition ◽  
Growth Models ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
Computer Game ◽  
Theory And Practice ◽  
True Nature ◽  
Self Regulated Learning ◽  
Practice Performance ◽  
Regulated Learning

Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the literature on active learning with the more dynamic theoretical principles and mechanisms underlying stage-based cognitive models of skill acquisition. Hypotheses derived from this model were tested in a laboratory study with 305 participants who practiced a dynamic computer game involving strong cognitive and perceptual-motor demands. Bivariate cross-lagged latent growth models generally supported the proposed model, revealing systematic trends over the course of practice consistent with a series of iterative, bidirectional, and self-correcting reciprocal interrelationships among self-efficacy, metacognition, exploratory behavior, and practice performance. Collectively, these findings suggest that strong positive interrelationships among self-regulated learning variables at the between-person level may, in some cases, actually belie the true nature of their functional effects. Implications for theory and practice are discussed.

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

2021 ◽  
pp. 1356336X2110463
Author(s):  
Omar Trabelsi ◽  
Adnene Gharbi ◽  
Mohamed Abdelkader Souissi ◽  
Nourhen Mezghanni ◽  
Mustapha Bouchiba ◽  
...  
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Motor Skills ◽  
Video Modeling ◽  
Mental Rehearsal ◽  
Self Regulated Learning ◽  
Skill Performance ◽  
Self Talk ◽  
Regulated Learning ◽  
Peer Assistance

This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54  ±  2.42, post: 10.97  ±  3.25 points; p <  0.001) and knowledge (pre: 6.43  ±  2.26, post: 13.19  ±  3.09 points; p < 0.001), as well as females’ skill performance (pre: 2.64  ±  2.09, post: 8.96  ±  4.12 points; p < 0.001) and knowledge (pre: 6.14  ±  2.48, post: 10.97  ±  3.25 points; p < 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p < 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

scholarly journals Redefining Surgical Skill Acquisition

2021 ◽  
Author(s):  
Vaikunthan Rajaratnam ◽  
Norana Abdul Rahman ◽  
Chaoyan Dong ◽  
Hannah Jia Hui Ng
Keyword(s):  
Skill Acquisition ◽  
Methodological Approach ◽  
Skill Training ◽  
Mental Practice ◽  
Skills Development ◽  
Surgical Skill ◽  
Theoretical Concepts ◽  
Self Regulated Learning ◽  
Regulated Learning

There have been reduced opportunities for surgical skill acquisition due to the COVID-19 pandemic and the regulated training hours. Despite these challenges, self-regulated learning allows trainees to learn continuously, and motor skills development can be augmented through mental practice and motor imagery. The aim of this chapter is to introduce the theoretical concepts in skill acquisition and the role of mental and deliberate practice as an alternative for skill training. A case study is presented using a design and development framework for producing an online basic micro suturing training resource based on self-regulated learning. This case study demonstrates the use of the ADDIE instructional design model and Mayer’s multimedia theory guidelines, for creating online instructional resources. The methodological approach of a design and developmental framework to create an educationally sound online training module for micro suturing which has significant utility in hand surgery is discussed in this chapter. The tools described in this chapter are translatable to any psychomotor skills development in medical education.

scholarly journals INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK

2014 ◽  
Vol 13 (3) ◽  
pp. 411-424
Author(s):  
Jelena Radovanović ◽  
Josip Sliško
Keyword(s):  
Error Detection ◽  
Applied Research ◽  
Group Learning ◽  
Anomalous Behavior ◽  
Physics Teaching ◽  
Self Regulated Learning ◽  
Multi Stage ◽  
Regulated Learning ◽  
Graph Reading ◽  
The Individual

Applied research, carried out to examine the possibility of improving students’ understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self-regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students’ self-efficacy, critical consideration of information and error detection, making individual and group learning processes more visible to students and teacher. This applied research was conducted in an intact grade VII primary school physics class in Serbia. Analysis shows significant progress in students’ understanding of the anomalous behavior of water and their ability to interpret a non-linear graph. The level of self-reflection outcomes depends mostly on the quality of teacher-supported group classwork. It is noted that students should improve expressive and critical thinking abilities. Key words: graph reading in school physics, home physics experiments, inquiry-based homework, self-regulated physics learning, textbook error detection.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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