Connecting Self-regulated Learning and Performance with High School Instruction in Health and Physical Education
The purpose of the present chapter is to demonstrate how health and physical education teachers embed self-regulatory practices into their teaching designed to enhance students’ self-regulation of learning. Two teachers were asked to create lesson plans in health and physical education with the goal to engage students in self-regulatory processes; such as goal-setting, self-monitoring, and self-evaluation. Using Zimmerman’s model of self-regulated learning, these lesson plans were described and analyzed. Findings showed that both teachers, through specific practices built into their lesson plans, were able to teach students how to become self-regulated learners. In particular, teachers facilitated self-regulation of their students’ learning by setting appropriate goals, planning how to achieve these goals, and motivating them to attain these goals. In lesson one, students set goals for personal health behaviors, recorded their physical reactions to a health-related activity, and evaluated progress towards their goals. In lesson two, the development of specific physical education exercises were enhanced using process-oriented goals and self-monitoring. Teachers provided feedback throughout the practice sessions, asked students to reflect on their performance, and assisted them in planning subsequent learning efforts until skills were automatized. Implications are discussed regarding how these lesson plans can serve as illustrative examples of how teachers can develop students’ self-regulatory competence in the domains of health and physical education.
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