Similarities and Differences in Self-Regulated Learning Processes in Sport and Academics: A Case Study

Abstract

Self-regulated learning (SRL) competencies maybe a link between sports and academics, yet transfer of SRL across domains remains understudied. The purpose was to explore the possibility of SRL transfer by using case study to (a) extend Winne and Hadwin's [(1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum] model of self-regulated studying to sports, and (b) examine similarities and differences in SRL processes of a student-athlete in both contexts. The participant was a male, international-level table tennis player enrolled in a first year university program. He completed a semi-structured interview, video-stimulated recall interviews in sport and academics, and journal entries. Coding of the data was both data-driven and theory-driven. The participant engaged all phases of regulation in both contexts demonstrating the applicability of a model of self-regulated studying to sport training and suggesting he used the same processes to succeed in both contexts. However, he demonstrated a more proactive approach and closer relationship with his coach in sports.

keywords:

• sports
• academics
• self-regulated learning
• metacognition
• athlete
• transfer

Acknowledgements

This research was supported by a Joseph-Armand Bombardier Canada Graduate Scholarship and Michael Smith Foreigh Study Supplement from the Social Sciences and Humanities Research Council of Canada. I would like to thank Marije Elferink-Gemser and the University of Groningen for hosting me and guiding me in this research; Jildou Gemser for her help in recruiting athletes; Anne Marshall for her guidance in the analysis of this data; and Allyson Hadwin for her feedback in planning and writing.