Self-Regulation Differences during Athletic Practice by Experts, Non-Experts, and Novices
Abstract
Basketball experts, non-experts, and novices were studied for differences in their self-regulatory forethought and self-reflection processes regarding their free-throw shooting. Forty-three adolescent boys participated individually in the study, which involved a practice session in a gymnasium. The subjects were queried regarding their forethought goals, strategy choice, self-efficacy as well as their self-reflection attributions and feelings of satisfaction as they practiced their shooting. Among the significant results, experts set more specific goals, selected more technique-oriented strategies, made more strategy attributions, and displayed higher levels of self-efficacy than non-experts and novices. Forethought phase processes intercorrelated significantly as did self-reflection phase processes. In addition, self-reflection attributions were predictive of forethought strategy selection during further efforts to learn. The results were discussed in terms of a social cognitive model of self-regulation.
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Cleary and Zimmerman (2001) studied the SRL skills showed by adolescent boys who were experts, non-experts and novices in basketball, finding that experts performed more SRL actions.
“First, Cleary and Zimmerman (2001) studied the SRL skills showed by adolescent boys who were experts, non-experts and novices in basketball, finding that experts performed more SRL actions.”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Cleary and Zimmerman (2001)
Cites
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 3× · see citing works
“…goals involving specific skills, (b) intense involvement in structured training sessions, (c) performing tasks that are not inherently motivating and contain few external rewards, and (d) self-monitoring performance outcomes and receiving feedback about current performance (Ericsson et al., 1993).”
BackgroundInfluentialExperimental Design: Procedures for the Behavioral Sciences
Kirk, R. (2013) · doi:10.4135/9781483384733 · Cited by 8,539 · see citing works
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069 · see citing works
Self-citationChase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479 · cited 1× · see citing works
“Expert performance has been studied in many different domains such as chess, mathematics, and music (Chase & Simon, 1973; Ericsson, Krampe, & Tesch-Romer, 1993).”
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807 · see citing works
Self-citationCultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · cited 2× · see citing works
“A measure of self-efficacy during free-throw shooting was developed according to the guidelines outlined by Bandura and Schunk (1981). The measure consisted of three items assessing the participant’s confidence in making two consecutive free throws.”
MethodDevelopmental phases in self-regulation: shifting from process goals to outcome goals.
Zimmerman, B. J., & Kitsantas, A. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.1.29 · Cited by 604 · see citing works
Self-citation
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Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · see citing works
Self-citationZimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735 · see citing works
Self-citationA Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · see citing works
“Third, Cleary and Zimmerman (2001, 2012), Kitsantas and Zimmerman (2002), DiBenedetto and Zimmerman (2010) developed microanalytic measures to assess the validity of the Cyclical Phases model.”
BackgroundFrom cognitive modeling to self-regulation: a social cognitive career path.
Zimmerman, B. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.794676 · Cited by 991 · see citing works
Self-citationKitsantas, A., & Zimmerman, B. J. (2002) · Journal of Applied Sport Psychology · doi:10.1080/10413200252907761 · Cited by 287 · see citing works
Self-citationTraining physical education students to self-regulate during basketball free throw practice.
Cleary, T. J., Zimmerman, B. J., & Keating, T. (2006) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2006.10599358 · Cited by 159 · see citing works
Self-citationA comparison of high and low achieving students on self-regulated learning variables
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.11.010 · Cited by 141 · see citing works
Enhancing learning outcomes through self-regulated learning support with an Open Learner Model
Long, Y., & Aleven, V. (2017) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-016-9186-6 · Cited by 95 · see citing works
- Authors
- Cleary, T. J., & Zimmerman, B. J.
- Affiliations
- City University of New York (US)
- Venue
- Journal of Applied Sport Psychology
- Publisher
- Informa UK Limited
- Published
- 2001-03
- Volume
- 13
- Issue
- 2
- Pages
- 185-206
- ISSN
- 1041-3200 (ISSN-L)
- 1533-1571
- OpenAlex
- W2113666542
- Cited by
- 379
- References
- 7
- Citations by year
- 2026: 12 · 2025: 12 · 2024: 13 · 2023: 20 · 2022: 16 · 2021: 36 · 2020: 29 · 2019: 18 · 2018: 22 · 2017: 27 · 2016: 20 · 2015: 22 · 2014: 17 · 2013: 26 · 2012: 18
- FWCI
- 4.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Sport Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- self-regulation, forethought, self-reflection, expertise differences, novice-expert continuum, goal specificity, strategy selection, self-efficacy, satisfaction, social cognitive model, youth athletes
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