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

Abstract

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.

An Investigation Into Stakeholders’ Perceptions of the Youth-to-Senior Transition in Professional Soccer in the United Kingdom

“…By having knowledge of the sport demands and transition process, including the physical and mental demands, and a series of personal characteristics, such as the ability to control emotions, athletes may be able to self-regulate better as they move to senior sport. For example, as a result of having greater knowledge of the physical and mental demands required in elite sport, athletes may be more able and willing to translate an awareness of their strengths and weaknesses into action, and try to maintain strengths and improve weaknesses in performances (Toering, Elferink-Gemser, Jordet, & Visscher, 2009). To this end, it may be prudent to educate youth athletes on the process of transition, the expected physical and mental demands, and the personal characteristics required in senior sport.…”

Developmental Contexts and Features of Elite Academy Football Players: Coach and Player Perspectives

“…For Jones [11], the player profile has three main purposes: 1) to aid in identifying an appropriate intervention, 2) to maximise the performer's motivation and adherence to the programme, and 3) to monitor any changes over time. As previous research has identified a positive link between self-regulation and performance levels of youth soccer players [12], the need for players to take more control and ownership of their own development is paramount.…”

The impact of intellectual disabilities on elite sports performance

“…Mainstream research is showing that the presence of such skills can discriminate talented from nontalented players in a variety of sports, football, (Toering, Elferink-Gemser, Jordet, & Visscher, 2009), hockey and gymnastics (Robazza, Pellizzari, & Hanin, 2004), boxing (Khani, Farokhi, Shalchi, Angoori, & Ansari, 2011), basketball (Cleary & Zimmerman, 2001) and athletics . Given that such cognitive skills have been shown to be often underdeveloped in people with ID it makes sense that they would have a deleterious impact on sports performance.…”