Athanasios Kolovelonis

Self-Regulated Learning of a Motor Skill Through Emulation and Self-Control Levels in a Physical Education Setting

This study examined the effectiveness of the second and third level of Zimmermans (2000) model of self-regulated learning development. Participants were 72 (28 boys and 44 girls) fifth- and sixth-grade students who practiced the novel task of dart-throwing. Results showed that sixth-grade Greek students who proceeded sequentially from the emulation to the self-control level improved their dart-throwing performance more than students who missed one or both of these levels, but fifth-grade students benefited equally either from the sequential practice at the emulation and the self-control level or from the experience at one of these self-regulatory levels. No differences were found in self-efficacy, although sixth-grade students who practiced at the emulation level reported higher satisfaction, and sixth-grade students who practiced at the self-control level reported higher intrinsic motivation compared to control group students. These results attest to the effectiveness of learning at the emulation and self-control levels and are discussed with reference to the social cognitive model of self-regulation development.

The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education

This study examined the effects of self-talk and goal setting on self-regulation of learning a dart-throwing skill in physical education. Eighty-five fifth- and sixth-grade students (M ag e = 11.01, SD = 0.67yrs.) were randomly assigned to four experimental (2 Self-talk × 2 Goal type) groups and one control group. Results showed that students who combined self-talk with either process goals or performance goals outperformed students in the goal only and control group conditions. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment. These results showed that self-talk was effective in enhancing performance in physical education and are discussed with reference to the social-cognitive model of self-regulated learning.

The effects of the reciprocal and the self-check styles on pupils’ performance in primary physical education:

The aim of this study was to examine the effects of the reciprocal and the self-check teaching styles on pupils’ basketball chest pass performance and on related psychosocial variables in a single physical education session. Participants were 64 fifth and sixth grade pupils between 11 and 12 years of age who were randomly assigned to three experimental (reciprocal style, self-check style, sequential use of reciprocal and self-check style) and one control group. The results showed that the three experimental groups outperformed the control group in chest pass accuracy and form, but no differences among the experimental groups were found. Moreover, no differences among the four groups in self-efficacy, satisfaction, effort, and enjoyment were found. These results showed that the reciprocal and the self-check styles are effective in enhancing pupils’ performance and are discussed with reference to self-regulated learning development in primary school physical education. Styles d’enseignement: style réciproque et style auto-contrôle; les effets sur les performances des enfants en éducation physique à l’école primaire Cette recherche avait pour objectif d’étudier les effets de deux styles d’enseignement, le style réciproque et le style auto-contrôle, sur les performances des enfants dans la réalisation de la passe directe en basket ball et sur les variables psychosociales attenantes lors d’une leçon d’éducation physique. 64 élèves de 5ème et 6ème année, âgés de 11 à 12 ans, ont participé à cette étude. Ils ont été réparties de manière aléatoire dans trois groupes expérimentaux (style réciproque, style auto-contrôle, consécutivement style réciproque/style auto-contrôle) et un groupe témoin. Les résultats ont montré que les élèves des trois groupes expérimentaux ont obtenus de meilleurs résultats que les élèves du groupe témoin dans la forme et la précision de la passe directe. Cependant, aucune différence n’a été mise en évidence entre les trois groupes expérimentaux. De même, aucune différence parmi les quatre groupes n’a été identifiée concernant l’appréciation de l’auto-efficacité, de la satisfaction, de l’effort et du plaisir. Les résultats ont également montré que les styles réciproque et auto-contrôle s’avèrent efficaces au profit de l’amélioration de la performance des enfants. Ces résultats ont été discutés au regard des travaux portant sur le développement de l’apprentissage autorégulé dans l’enseignement de l’éducation physique à l’école primaire. Los efectos de la reciprocidad y los estilos de autoevaluación en el rendimiento de los alumnos en la Educación Física Primaria El objetivo de este estudio fue examinar los efectos de los estilos de enseñanza recíproco y de auto-evaluación de los alumnos de baloncesto en la ejecución del pase de pecho y sobre las variables psicosociales en una única sesión de educación física. Los participantes fueron 64 alumnos de quinto y sexto curso entre 11 y 12 años de edad que fueron asignados aleatoriamente a tres grupos experimentales (estilo de enseñanza recíproca, el estilo de auto-evaluación y el uso secuencial del estilo de enseñanza recíproco y el estilo de autoevaluación) y un grupo control. Los resultados mostraron que los tres grupos experimentales superaron al grupo control en la precisión del pase de pecho y en la forma, pero no fueron encontradas diferencias entre los grupos experimentales. Por otra parte, no han sido encontradas diferencias entre los cuatro grupos en autoeficacia, satisfacción, esfuerzo y disfrute. Estos resultados muestran que los estilos de enseñanza recíproca y de autoevaluación son eficaces para mejorar el rendimiento de los alumnos y son cuestionados con referencia al desarrollo del aprendizaje autorregulado en la educación física en la escuela primaria. Der Effekt des reziproken und des selbstkontrollierende Unterrichtsstils auf die Leistungen im Sportunterricht der Grundschule Der Zweck der Studie war die Überprüfung des Effektes eines reziproken und eines selbstkontrollierenden Unterrichtsstils auf die Ausführung des Brustpasses im Basketball und auf die darauf bezogenen psychosozialen Variablen in einer einzelnen Unterrichtseinheit. Die Teilnehmer waren 64 Schüler des fünften und sechsten Schuljahrs zwischen elf und zwölf Jahren, die zufällig drei Experimentalgruppen (reziproker Stil, selbstkontrollierender Stil und wechselnder Gebrauch von reziprokem und selbstkontrollierendem Stil) und einer Kontrollgruppe zugeordnet wurden. Die Ergebnisse zeigten, dass die drei Experimentalgruppen die Kontrollgruppe bezüglich der Genauigkeit und Form des Brustpasses übertrafen, aber dass sich zwischen den verschiedenen Experimentalgruppen keine Unterschiede fanden. Darüber hinaus konnten auch keine Unterschiede zwischen den vier Gruppen bezüglich des Selbstvertrauens, der Zufriedenheit, dem Aufwand und dem Spaß gefunden werden. Diese Ergebnisse zeigen, dass der reziproke und der selbstkontrollierende Stil sich effektiv auf die Leistungssteigerung der Schüler auswirken und sie werden im Hinblick auf die Entwicklung des selbstregulierten Lernens im Sportunterricht der Grundschule diskutiert.

Students' Recording Accuracy in the Reciprocal and the Self-Check Teaching Styles in Physical Education.

The aim of the study was to record students’ recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students’ performance. Participants were 48 fifth- and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer- and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education.

Self-regulated learning and students’ metacognitive feelings in physical education

The aim of this study was to examine students’ self-regulated learning and metacognitive feelings regarding a sport skill in elementary physical education. Participants were 88 fifth-and sixth-grade students who were assigned to four groups and practised basketball shooting at different levels of self-regulated learning (i.e. observation, emulation, self-control, and self-regulation). Students were pre- and post-tested in basketball shooting performance and their knowledge regarding technical aspects of the basketball shooting. They also reported their metacognitive feelings of effort, difficulty, and correctness regarding basketball shooting before and after the practice. Results showed that students who experienced both observational learning and emulative practice (i.e. practice with social feedback) improved their knowledge regarding technical aspects of the basketball shooting. However, no differences were found among groups in basketball shooting performance. Moreover, students’ post-test basketball shooting performance was negatively correlated with students’ feelings of difficulty and positively correlated with students’ feelings of correctness. Results are discussed with reference to social cognitive models of self-regulated learning. The role of metacogitive feelings in the process of self-regulated learning of a sport skill is also discussed.

Examining the Effectiveness of the Smoking Prevention Program “I Do Not Smoke, I Exercise” in Elementary and Secondary School Settings

The aim of the study was to examine the effectiveness of the smoking prevention program “I do not smoke, I exercise” implemented with elementary and secondary school students. “I do not smoke, I exercise” is a theory-based smoking prevention program that promotes exercise as an alternative of smoking. The program consists of eight sessions implemented weekly. Participants were 338 Greek students (135 elementary and 203 secondary students) who were pre- and posttested in smoking, program, and exercise-related measures. The results showed that the program had significant effects on elementary students’ attitudes toward smoking, intention to smoke, subjective norms, attitudes toward the application of the program, and knowledge about the health consequences of smoking. For secondary students, significant effects were found on students’ perceived behavioral control and knowledge about the health consequences of smoking, while very few students reported a smoking experience before and after the intervention. Therefore the program “I do not smoke, I exercise” may have positive effects on variables related with smoking behavior. Differences in the program’s impact on elementary and secondary students were identified. All these are discussed with reference to the need of implementing smoking prevention programs in schools contexts.

Connecting Self-regulated Learning and Performance with High School Instruction in Health and Physical Education

The purpose of the present chapter is to demonstrate how health and physical education teachers embed self-regulatory practices into their teaching designed to enhance students’ self-regulation of learning. Two teachers were asked to create lesson plans in health and physical education with the goal to engage students in self-regulatory processes; such as goal-setting, self-monitoring, and self-evaluation. Using Zimmerman’s model of self-regulated learning, these lesson plans were described and analyzed. Findings showed that both teachers, through specific practices built into their lesson plans, were able to teach students how to become self-regulated learners. In particular, teachers facilitated self-regulation of their students’ learning by setting appropriate goals, planning how to achieve these goals, and motivating them to attain these goals. In lesson one, students set goals for personal health behaviors, recorded their physical reactions to a health-related activity, and evaluated progress towards their goals. In lesson two, the development of specific physical education exercises were enhanced using process-oriented goals and self-monitoring. Teachers provided feedback throughout the practice sessions, asked students to reflect on their performance, and assisted them in planning subsequent learning efforts until skills were automatized. Implications are discussed regarding how these lesson plans can serve as illustrative examples of how teachers can develop students’ self-regulatory competence in the domains of health and physical education.

Exploring Performance Calibration in Relation to Better or Worse Than Average Effect in Physical Education

The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.