著者

相川 聖 高井 秀明 大久保 瞳 山崎 博和

出版者

日本体育大学

雑誌

日本体育大学紀要 (ISSN:02850613)

巻号頁・発行日

vol.49, pp.3041-3048, 2020

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Self-regulation of learning theory is a theory related to high-quality practice for athletes. Self-regulation of learning theory is a process in which the forethought phase, the performance phase, and the self-reflection phase circulate (Zimmerman, 2014). In addition, since athletes with a high level of performance accomplish self-regulation (eg Anshel & Poter, 1996; Toering et al., 2009; Ikudome et al., 2016), self-regulation of learning is considered to contribute to the improvement of athlete performance and the quality of practice. The purpose of this study was to conduct a psychological seminar to promote self-regulation of learning for university student athletes. The subjects were 14 members belonging to the University A trampoline club. In this study, we conducted five psychological seminars based on the self-regulation of learning theory, and asked for answers to the self-regulation of learning in sports scale before and after intervention. As a result, “evaluation and reflection” improved before and after the intervention. In addition, we examined the contents entered by the subjects at each seminar, and obtained suggestions for future support. The support provided in this study increased the opportunities to reflect on the practice, indicating that the athlete was able to learn to reflect and evaluate they practice appropriately. Even in the case of seminar-type support, it is consider that support can be provided according to the athlete by grasping the individual characteristics of the athlete and the progress of the work.