SELF-REGULATION OF GYMNASTIC SKILLS LEARNING IN INITIAL TRAINING: STUDENT-CENTERED STRATEGIES

Authors

  • M.a Alejandra Alejandra Ávalos-Ramos Faculty of Education, University of Alicante, Spain
  • M.a Ángeles Martínez Ruiz Faculty of Education, University of Alicante, Spain

DOI:

https://doi.org/10.52165/sgj.14.2.257-268

Keywords:

higher education, decision-making, gymnastics, autonomy support, collaboration

Abstract

Within the framework of the perspectives of self-determination, self-control and self-regulation, this research analyses the management of difficulties encountered during the implementation of strategies to support autonomy and collaboration in gymnastic learning. The approach of the study is qualitative and is based on the experiences of university students of Physical Activity and Sport Sciences, using personal diaries during classroom practice as an information tool. The data analysis is carried out using AQUAD 7 software. The results show that during the learning process, students experience difficulties associated with anxiety, especially in the final moments of educational process, together with perceptions of gymnastic incompetence, which decreases as the training period ends. As a response to coping with learning difficulties, students mainly resort to personal reflection, adopt attitudes of victimisation and, to a lesser extent, turn to their peers to help solve their problems, among others. The high level of the sense of victimisation in high pressure situations reveals the need to design emotional management strategies to reduce students' resistance to assessment tasks that can damage and distort the action achieved in the learning process and reduce self-control.

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Published

2022-06-29

How to Cite

Alejandra Ávalos-Ramos, M. A., & Martínez Ruiz, M. Ángeles. (2022). SELF-REGULATION OF GYMNASTIC SKILLS LEARNING IN INITIAL TRAINING: STUDENT-CENTERED STRATEGIES. Science of Gymnastics Journal, 14(2), 257–268. https://doi.org/10.52165/sgj.14.2.257-268

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