Self-regulated learning and motor skills: effects of a physical education intervention program on Japanese college students

Abstract

Previous research has found that self-regulated learning has intervention effects on motor skills. However, few studies have examined the intervention effects on motor skills in physical education, including various motor skills and games. The aim of the study was to investigate the influence of self-regulated learning using an intervention program on students’ motor skills, self-regulated learning strategies, and self-efficacy. We recruited 40 college students from two classes in Japan who attended a physical education class and assigned them to an intervention group (20 male students: Mage = 18.7 years, SDage = 0.7) and a comparison group (20 male students: Mage = 18.8 years, SDage = 0.6). The intervention was based on the cyclical phase model of self-regulation and used a workbook to engage in learning using self-regulated learning strategies at each phase. The physical education class had 15 sessions of soccer. Research and interventions were conducted over a period of up to 12 sessions. Both groups underwent performance tests for soccer, and completed a questionnaire on self-efficacy and self-regulated learning strategies related to physical education classes. Repeated analysis of variance measures revealed that the intervention group had higher scores in dribbling skill, effort, and evaluation through the intervention. Passing skill and self-efficacy scores improved through class for both groups. The study revealed the intervention of self-regulated learning was effective not only in physical education classes where students learned specific motor skills, but also in physical education classes where students engaged in various motor skills and games. The limitations of the intervention program and future strategies to enhance its utility are also discussed in the study.