Self-Regulated Learning
Concepts and Application in Physical Education
Dian Budiana, Yusup Hidayat, Didin Budiman and Gano Sumarno
Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia
Keywords: Self-Regulated Learning, Competence, Physical Education.
Abstract: This paper reviews the philosophical aim of physical education learning which is to develop personality as a
whole, covering the physical, mental, emotional, social, and spiritual aspects through the participation of
guided, chosen, and systematic physical activity in accordance with social norms and health. The use of
self-regulated learning approach in physical education learning is considered very important, especially
since self-regulated learning is the foundation of lifelong learning process that teaches students to control
their thought, attitude, and action in a planned and cyclical way to achieve learning objective.
1 INTRODUCTION
The purpose of physical education is to develop the
personality as a whole, covering the physical,
mental, emotional, social, and spiritual aspects
through the participation of guided, chosen, and
systematic physical activity in accordance with
social norms and health. Barrow (1983) calls it
Physically-Educated Person. Implementation of
learning model that can teach learners to be more
independent, responsible, and motivated to achieve
the goal is something that is very important because
so far the learning model is still relatively technical.
Learning method is still attached to the color of
behaviorist; learners are often treated like a passive
object whose life process depends on the elements
outside him. Development of teaching materials
used in textbooks that have been so far more
concentrated on the development of psychomotor
aspects, while the cognitive and affective aspects are
still neglected.
In addition, the interaction in the teaching and
learning process is often monolog, teachers still
more play a role as a student's behavioral
engineering, the process of learning is more teacher-
centered, more learners are required to adjust all
activities with the existing learning environment,
learners more carrying out physical activity in
accordance with the instructions of the teacher, the
students are still not given the opportunity to
develop self-reliance, responsibility, and self-
motivation. Thus learners become passive; their
behavior activity is more directed by teachers in a
limited environment. This condition is exacerbated
by the limited facilities and infrastructure available.
In this regard, the learning model developed by
applying the principles of self-regulation learning is
very important, especially since guiding learners to
learn more independently, responsibly, and
motivated to achieve the learning objectives it has
set, can also encourage participant students and
teachers to be more creative and innovative in
modifying the necessary tools in accordance with the
availability in the environment.
2 BASIC CONCEPTS OF SELF-
REGULATED LEARNING
APPROACH
Self-regulated learning (SRL) or self-management in
learning is learning or training strategy developed
from the social cognition triadic theory from
Bandura (Zimmerman and Martinez-Pons, 1990).
According to social cognition triadic theory, human
beings are the result of an interdependent causal
structure of aspects that include behavior,
personality, and environment (Bandura, 1997). The
wave of SRL develops with emphasis on learning or
learning process and not on teaching. Winne (1997)
explains that the topics studied in SRL include
cognitive strategies, learning the way of learning,
338
Budiana, D., Hidayat, Y., Budiman, D. and Sumarno, G.
Self-Regulated Learning - Concepts and Application in Physical Education.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 338-341
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

and lifelong learning. The term SRL became popular
since the 1980s with an emphasis on the importance
of autonomy and personal responsibility for learning
activities.
According to Caprara et al. (2008) there are three
aspects of influential determinant in SRL, namely
aspects of self, behavior, and environment. So, SRL
not only involves aspects of the self but also aspects
of behavior and environment. The involvement of
these three processes is causally causal to other
processes in which (a) the individual seeks to self-
regulate, (b) the result of performance or behavior,
and (c) impacts on environmental change, and so on
(Caprara et al., 2008). In the process each aspect of
determinant influences each other.
Based on several definitions above, it can be
concluded that SRL is learning or training activity
that involve aspects of meta-cognition, motivation
and behavior. The involvement of the metacognition
aspect occurs in the form of goal planning and
learning activities strategy, monitoring of learning
activities and evaluation of learning activities that
have been implemented.
3 STRUCTURE MODEL OF SRL
FACTOR
As already mentioned SRL is a self-regulation
strategy in learning that is based on the triadic
assumption of reciprocity. This assumption states
that SRL is influenced by the interaction between
individual factors, behavior, and environment. Each
factor becomes causality for other factors, therefore
called triadic reciprocality theory (Zimmerman,
1990; Rotenberg and Kuipers, 2014; Schunk and
Ertmer, 1999).
SRL is a learning or training activity that
involves aspects of metacognition, motivation and
behavior (Zimmerman, 1990; Purdie et al., 1996;
Zimmerman and Martinez-Pons, 2002; Schiefele and
Pekrun, 1993; McCombs and Morzano, 1997). The
involvement of metacognition aspect occurs in the
form of planning of objectives and strategies of
learning activities, monitoring of learning activities
and evaluation of learning activities that have been
implemented. Involvement of motivation aspect is in
the form of behavior mobilization to achieve
learning activity goal, while behavioral aspect in
SRL embodies the behavior to always achieve
learning activity objectives. Athletes or students who
involve aspects of metacognition, motivation and
behavior in carrying out their learning activities will
tend to be more autonomous and more responsible
as they realize that only on their own efforts can the
learning or training goals be achieved.
As a learning strategy, SRL is an action plan that
describes what happens in the learning process.
Action plans are structured and directed towards the
goal orientation of learning as a mental frame of
mind that guides and determines the thinking
process or ways students or athletes interpret and
respond to the achievement situation manifested in
performance or skill mastery (Brett and
VandeWalle, 1999; Barron and Harackiewicz,
2001). In accordance with the results of research
Eugster et al. (2004) and the results of Hidayat et al.
(2009), there are three theoretical components that
describe the process of self-regulation in sports and
education, namely learning strategy, management
strategy, and knowledge of learning.
Phasing of Learning Approach Model of
Physical Education Based on Self-Regulated
Learning Approach. Based on the results of his
research, Hidayat et al. (2009) has developed the
structure or phasing of physical education learning
based on the Self-Regulated Learning approach. The
model structure is presented as follows table 1:
Table 1: Phasing of Learning Model of Physical
Education and Sample Unit of Analysis Based on SRL
Approach.
Learning
Stages
Types of
Activity
Indicator of
Student Self-
Re
g
ulation
Types of Self-Regulation
Model
Introductio
n
Phase
Delivering
information
Listening to
instruction
Using verbal information
I listen to the teacher's
explanation of the subject
matter and learning
ob
j
ectives
Thinking and
finding
understanding
Using verbal information
I think of the teacher's
instructions to find
understanding
I did an analysis on how to
dribble and throw a ball
Focusing
students’
attention to
material
Managing
attention
Making associations with
nonverbal information
I am trying to pay more
attention to teacher's
explanation of the material
to be learned
Explaining
learning goal
Setting goals
(feel involved
in setting
learning goals)
Using verbal information
I formulate my learning
goals in accordance with the
goals set by the teacher.
Main Phase
Presentation o
f
material
(explanation,
demonstration
or modeling)
Viewing and
imitating
Make associations with
nonverbal information
I saw the demonstration by
the teache
r
Imagining
Making associations with
nonverbal information
I saw myself kicking the
ball
Focusing
attention
Doing exercise and repeat
I was thinking only to the
ball
Self-Regulated Learning - Concepts and Application in Physical Education
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I'm focusing my attention on
the movement of the ball
Doing learnin
g
activity
Viewing and
imitating
Making associations with
nonverbal information
I see other students doing
the moves
Imagining
Making associations with
nonverbal information
Before doing it I saw myself
was dribbling
I imagine the dribbling
movement done b
y
m
y
f
riend
focusing
attention
Exercising and repeating
I am focusing my attention
on the dribbling motion
made b
y
m
y
f
riend
Repeating and
practicing
Making associations with
nonverbal information
I repeated several dribbling
moves
Looking for
help
Using verbal information
I asked the teacher and to
help me make the
movement while waiting
f
or m
y
turn
Managing
tasks and
adjust
difficulty
levels
Using verbal information
I chose dribbling with my
right hand because it was
easier
M
anaging tim
e
Using verbal information
I try to be more calm when
doin
g
dribblin
g
motion
Reducing
close friend
interaction
Using verbal information
I reduce jokes with other
s
tudents in order to succeed
Managing
motivation
Using verbal information
I talked to myself that I had
to succeed in dribblin
g
Doing self-
evaluation
Using verbal information
I tried to figure out what I
had managed to do the
dribbling motion with the
correct movement
Doing
individual and
classical
corrections
Focusing
attention
Making associations with
nonverbal information
I try to pay more attention to
the corrections given by the
teache
r
Doing self-
evaluation
Making associations with
nonverbal information
I tried to figure out what I
had managed to do the
dribbling motion with the
correct movement
Closing
phase
Formulate
conclusions
and submit
material for
the next
meeting
Listening to
instruction /
explanation
Using verbal information
I asked the teacher about the
part of the dribbling
movement I had not
mastered
Focusing
attention
Making associations with
nonverbal information
I try to pay more attention to
the conclusions given by the
teache
r
Classical
evaluation
Focusing
attention
Making associations with
nonverbal information
I will answer if the teacher
asks me
Cooling down
and relaxation
Managing
motivation
Using verbal information
I talk to myself to be more
calm in order to do the
movement more correctl
y
Giving
achievement
Managing
motivation
Using verbal information
I talked to myself that I
should be more successful in
doing the dribbling motion
properly in order to get an
award
Furthermore, after conducting experiments on
120 students of grade IV and V of Sekolah Dasar
Negeri Cisitu I and II, found that (1) the approach of
SRL and Conventional models significantly
influenced the improvement of analytical skills,
sport motivation, and student motion skills, (2) the
approach model of SRL gives a higher and
significant influence on the increase of analytical
skills, sports motivation, and student motion skills
compared with conventional approach model, (3)
student motion analysis and skills of male students
who were taught using the SRL approach model
were higher and more significant than female
students, while in students taught using conventional
approaches there was no difference in analytical
skills and male students had higher and more
significant movement skills than female students ( 4)
there is no significant difference in sport motivation
between male students and female students either
who were taught by using the approach model of
SRL or conventional. The results of this third year
study reinforce the evidence that the model of the
learning approach of SRL can be an alternative
model of learning approach for use by physical
education teachers.
4 CONCLUSIONS
Self-regulated learning (SRL) or self-management in
learning is a learning or training strategy developed
from the social cognition triadic theory from
Bandura. There are three important aspects that
influence in SRL, namely aspects of individual,
behavior, and environment. The involvement of
these three aspects is causally causal to other
processes in which the individual seeks to self-
regulate, the outcome of performance or behavior,
and an impact on environmental change, and so on.
The approach model of SRL can be one of the
alternative models that can be used by physical
education teachers in implementing the learning
process. Its application should take into account
three important components in SRL, namely
learning strategies, management strategies, and
knowledge of learning. The three components of the
strategy are elaborated into 18 sub-components,
setting goals, listening to thinking instructions and
finding understanding, viewing and imitating,
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imagining, focusing attention, repeating and
training, managing attention, seeking help,
managing tasks and adjusting levels, difficulty
managing time, reducing peer interactions,
managing motivation, self-evaluation, self-
knowledge, knowledge of strategy, knowledge of the
situation, and knowledge of others.
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