Kitsantas, A., & Zimmerman, B. J. (1998). Self-regulation of motoric learning: A strategic cycle view. Journal of Applied Sport Psychology, 10, 220-239.

The effects of performance strategies, goal setting, and self-evaluative recording on the acquisition of a novel skill (modified dart-throwing) were evaluated in 90 ninth and tenth grade girls.

Results supported several hypotheses.

• An analytic strategy was used instead of imager.
• Practice goals shifted dynamically during learning rather than being fixed (constant).
• Self-evaluative recording of strategic performance processes was present rather than absent.

In addition to improving skill acquisition, the self-regulatory processes significantly enhanced three sources of learners' motivation: self-efficacy beliefs, self-satisfaction, and intrinsic interest. Self-efficacy was highly predictive of dart-skill performance.

Implication. Practice behaviors and performance will be enhanced if coaches stimulate athletes to establish performance features to be focused on during the training session and to self-evaluate the quality of response to behaviors associated with those features.

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