Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study

Kitsantas, Anastasia; Zimmerman, Barry J.

doi:10.1080/10413200252907761

Cited by 216 publications

(230 citation statements)

References 11 publications

Supporting

Mentioning

185

Contrasting

Unclassified

Order By: Relevance

“…One cannot become an expert by practicing mindlessly (Ericsson et al, 1993). This is also in line with the findings of Cleary and Zimmerman (2001) and Kitsantas and Zimmerman (2002), who found that experts use better strategies during practice.…”

Section: Resultssupporting

confidence: 76%

“…Future elite athletes constantly have to improve their performance, thus they need to be motivated and continuously focused on those performance aspects that need improvement. For example, Kitsantas and Zimmerman (2002) assessed selfSelf-Regulation and Performance Level 7 regulation in the practice context comparing the self-regulation processes of expert, non-expert, and novice volleyball players as they practiced the volleyball serve. The manner in which expert plan daily practice routines were shown to have greater structure than the strategies used by non-experts or novices.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Self-regulation and performance level of elite and non-elite youth soccer players

Toering

Elferink‐Gemser

Jordet

et al. 2009

Journal of Sports Sciences

187

View full text Add to dashboard Cite

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Toering, T.T., Elferink-Gemser, M.T., Jordet, G., Visscher, C. (2009) In learning and development, self-regulation can be described as the degree to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989(Zimmerman, , 2006. We examined the relationship between self-regulation and performance level in elite (n=159) and nonelite (n=285) youth soccer players aged 11 to 17 years (mean age 14.5, s=1.4). The players completed a questionnaire that measured planning, self-monitoring, evaluation, reflection, effort and self-efficacy. A logistic regression analysis was performed (controlling for age) to determine which self-regulatory aspects were associated with players' performance level (elite vs. non-elite). High scores on reflection and effort were associated with a higher level of performance. Findings suggest that elite players may be both more aware of their strong and weak points and they may be better able to translate this awareness into action. As well, these elite players appear to be more willing to invest effort into practice and competition.It is suggested that these better developed self-regulatory skills may translate into a more effective learning environment and ultimately result in an increased capacity for performance in elite players relative to their non-elite peers.

show abstract

Section: Resultssupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Self-regulation and performance level of elite and non-elite youth soccer players

Toering

Elferink‐Gemser

Jordet

et al. 2009

Journal of Sports Sciences

187

View full text Add to dashboard Cite

show abstract

“…To assess these processes, school psychologists need to rely on more naturalistic and dynamic forms of assessment including qualitative and microanalytic procedures. These types of procedures have received increased support for assessing student's motivation and self-regulatory processes because of their sensitivity to measuring dynamic processes (Cleary & Zimmerman, 2001;Kitsantas & Zimmerman, 2002;Perry et al, 2002). Thus, it is highly recommended that school psychologists supplement their normreferenced assessment batteries with microanalytic procedures, particularly when assessing children who have motivational and strategy deficiencies.…”

Section: Implications For School Personnelmentioning

confidence: 99%

“…This model has been successfully applied to education (Zimmermamn & Martinez-Pons, 1992), athletics (Cleary & Zimmerman, 2001;Kitsantas & Zimmerman, 2002), and health domains (Zimmerman, Bonner, Evans, & Mellins, 1999). From this perspective, self-regulation is defined as self-generated thoughts, feelings, and behaviors that are planned and cyclically adapted based on performance feedback to attain self-set goals (Zimmerman, 1989).…”

Section: A Cyclical Model Of Academic Self-regulationmentioning

confidence: 99%

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Cleary

Zimmerman

2004

Psychology in the Schools

Self Cite

438

262

View full text Add to dashboard Cite

This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, selfmotivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess students' self-regulation beliefs and study strategies and (b) train students to use these strategies in a cyclical, self-regulation feedback loop. Ultimately, students learn how to set goals, select and monitor strategy effectiveness, make strategic attributions, and adjust their goals and strategies. The program was developed from social-cognitive theory and research and integrates many of the essential features of the problem-solving model. Interventions used in the SREP include graphing, cognitive modeling, cognitive coaching, and structured practice sessions. A case study is presented to illustrate procedures for implementing the program. Implications for school psychologists and teachers also are presented and discussed.

show abstract

“…Em atletas jovens, essas reações podem ser in uenciadas por diferentes fatores inerentes a idade, situações e experiências vivenciadas neste período, além do nível da competição, e se intensi car em momentos decisivos, como a nal de um campeonato 9 .…”

Section: Introductionunclassified

Ansiedade estado pré-competitiva em atletas de voleibol infanto-juvenis

Machado

Paes

Alquiere

et al. 2016

Rev. bras. educ. fís. esporte

View full text Add to dashboard Cite

ResumoCompreender a relação entre ansiedade-estado pré-competitiva e desempenho esportivo se constitui em importante meio para ajudar os esportistas a diagnosticar e controlar emoções. O presente estudo pretendeu: a) comparar o nível de ansiedade pré-competitiva entre atletas homens e mulheres, das equipes fi nalistas da Taça Paraná de Voleibol 2011; b) comparar os níveis de ansiedade pré-competitiva entre as equipes campeã e vice-campeã masculina, bem como entre as equipes campeã e vice-campeã feminina; c) comparar os níveis de ansiedade pré-competitiva dos atletas titulares e reservas, para as equipes de ambos os sexos; d) verifi car a relação entre os níveis de ansiedade pré-competitiva e o tempo de prática dos atletas das equipes masculinas, bem como das equipes femininas. Participaram do estudo quatro equipes infantojuvenis, fi nalistas da Taça Paraná 2011, totalizando 24 atletas do sexo feminino e 23 do sexo masculino (idade 16,16 ± 0,34 anos) e tempo de prática (4,97 ± 1,99 anos). Para avaliar a ansiedade pré-competitiva, utilizou-se o instrumento CSAI-2. As coletas ocorreram 30 minutos antes do início dos jogos fi nais. De forma geral, as equipes fi nalistas apresentaram níveis de ansiedade geral pré-competitiva similares, embora tenham sido encontradas diferenças signifi cativas entre atletas mulheres titulares e reservas em relação à autoconfi ança, sendo que as titulares apresentaram médias mais elevadas neste aspecto. PALAVRAS-CHAVE: Psicologia do esporte; Competição; Avaliação; CSAI-2.O ambiente esportivo competitivo é multifacetado, compreendendo situações que dizem respeito ao jogo, aos sentimentos dos atletas e aos acontecimentos extraquadra, como torcida, família, pressão dos técnicos, entre outros. Tais situações despertam diversas reações emocionais nos atletas, que tanto podem auxiliar como prejudicar o seu desempenho 1 .Uma das reações emocionais de maior relevância para a atuação esportiva é a ansiedade, vista como um estado subjetivo de inquietação ou desordem, decorrente de uma situação antecipada de ameaça real ou imaginária. Pode ser considerada como uma característica estável da personalidade (ansiedade traço), e/ ou com um estado emocional transitório (ansiedade--estado), que aparece em momentos especí cos 1 .As sensações corporais desagradáveis 2 que acompanham a ansiedade podem interferir no comportamento dos atletas em momentos de competição, gerando reações psicológicas e fisiológicas que tendem a prejudicar seu rendimento 3 . Entre os sinais psicológicos, encontram-se fatores como irritabilidade, confusão, diminuição da concentração, insegurança e instabilidade de humor. No âmbito das alterações siológicas, constatam-se reações como aumento da frequência cardíaca, respiratória e da circulação sanguínea, além de maior sudorese, tremores e tensão muscular 4 . É comum que esses sinais se façam presentes nos atletas antes de partidas e provas, principalmente, se o atleta sente-se inseguro em relação às suas capacidades perante os

show abstract

Comparing Self-Regulatory Processes Among Novice, Non-Expert, and Expert Volleyball Players: A Microanalytic Study

Cited by 216 publications

References 11 publications

Self-regulation and performance level of elite and non-elite youth soccer players

Self-regulation and performance level of elite and non-elite youth soccer players

Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

Ansiedade estado pré-competitiva em atletas de voleibol infanto-juvenis

Contact Info

Product

Resources

About