A Comparative Research On Self-regulation Learning Processes During Athletic Practice Among Undergraduates With Different Sport Level Using Free-throw Shooting As Case Study

Learning has been one of mankind's forms of existence in the contemporary knowledge-economy era. Since the 1970s, self-regulation of learning has been concerned about by western psychologists who are interested in education, motivation and emotions. However, those researches are limited to education and their subjects are limited to those of different ages in common schools, which don't differentiate subjects. In sports, how to improve the athlete's techniques is a vital problem. To attain technique is related closely to practice and self-practice is the main form of their practice. Therefore it is important to study on athlete's self-regulation of learning. To find out their characteristics in undergraduates with low level and the differences between undergraduates with low and high level, this research compared their self-regulation learning processes during athletic practice among undergraduates with different sport level. It is hoped that the research could provide psychological reference for improving athletes'ability of self-regulation learning and technique.Based on Zimmerman's social cognition model of self-regulation learning and the micro-analytic methodology that has been advocated, this paper used methods of document and structure interview. The findings showed that:1. There were significant differences in processes of self-regulation learning during their athletic practice among undergraduates with different level. Undergraduates with high level displayed a higher quality of self-regulation learning. In athletic practice they used more specific process goals, selected technique-oriented strategies, had integrated plan and reported higher self-efficacy, intrinsic interest than those with intermediate level or low level. Also they reported more self-monitoring of their strategies and made more strategy attributions than the other two groups. After practice they assessed their performance more objectively and timely, and they were more willing to adjust their learning forms to succeed in practice in the future.2. There were some correlations between processes and elements of self-regulation learning.3. The measure of self-regulation learning was predictive of sport performance.Finally, in the terms of the results some suggest were proposed to coaches, teachers and athletes.