Abstract

The purpose of this study is to investigate self-regulated learning strategies and self-motivational factors used by Omani physical education candidates to master sport skills. In addition, the study highlights the relationship between self-regulated learning strategies and self-motivational factors and gender differences of self-regulated learning processes. The research was conducted using questionnaire as a method of collecting data based on self-regulated learning theory. The questionnaire was divided into two main parts titled self-regulated learning strategies and self-motivational factors. The total participants were 113 undergraduate physical education students enrolled in the Department of Physical Education at College of Education, Sultan Qaboos University. Descriptive analysis revealed that the learning strategies mostly used by participants to learn sport skills were planning and evaluation learning strategies while reflection and self-monitoring learning strategies were the least used. In addition, the result revealed that effort strategy was the most affective variable motivating participants to learn sport skills. Furthermore, there is positive and high correlation between self-regulated learning strategies and self-motivational factors.

Key words: Self-regulated learning, strategies, physical education, sports, performance, self-motivation, gender.