Preface
Self-regulation is the ability to manage your own behavior, thoughts, and emotions so that they contribute to achieving your goals. In sports, this means learning to plan, set goals, focus, manage your emotions, motivate yourself, and reflect on your performance. Self-regulation is the backbone of sustainable development—for both youth players and elite athletes. It is also closely linked to learning to learn, resilience, and autonomy.
What is self-regulation?
Self-regulation in sports can be divided into three phases:
- Preparation phase (before the performance)
- Set goals
- Planning and organizing
- Mental preparation (visualization, routines)
- Set goals
- Execution phase (during the performance)
- Regulating attention
- Managing emotions and tension
- Maintain motivation
- Adapting to feedback and circumstances
- Regulating attention
- Reflection phase (after the performance)
- Evaluate what worked and what didn't
- Processing feelings (when winning or losing)
- Adjust new goals
- Evaluate what worked and what didn't
Source: Zimmerman (2000), Self-Regulated Learning
Why is self-regulation crucial in sports?
Research shows that athletes with strong self-regulation skills:
- Cope better with setbacks
- Learn more effectively from mistakes
- Experience more fun and performance
- More autonomous training (certainly relevant for teams with little individual attention)
- Less dependence on external motivation (such as parents, coaches or results)
What can you do as a trainer or coach?
Coaches play a major role in encouraging self-regulation. Not by telling them everything, but by guiding players in think for yourself. Think of:
- Asking questions instead of giving instructions ("What was your goal with this exercise?")
- Incorporate moments of reflection during or after training
- Have players formulate goals in their own words
- Let them keep track of what they want to improve themselves
- Learning to plan: “How are you going to tackle this next week?”
Application per roll
- For technical committees
Integrate self-regulation into the curriculum. Develop formats for player logbooks or self-evaluation forms. Give coaches the space and time to facilitate reflection. - For trainers
Use reflection cards, weekly check-ins, or "goal zones" in training. Make it clear what players want to improve and provide opportunities to revisit it. - For coaches (competition officials)
Teach players to independently plan a warm-up or create their own routines. Encourage mental preparation instead of final instructions. - For players
Think about what you want to learn. Keep track of what you found difficult and what you improved. Set goals for the training or competition. Reflect: "What will I take with me to next time?" - For parents
After a training session, don't ask, "Did you win?" but rather, "What did you learn today?" or "What went better than last week?" Encourage ownership and self-reflection.
Source reference:
- Zimmerman, B.J. (2000). “Attaining self-regulation: A social cognitive perspective”
- Toering, T. et al. (2009). “Self-regulation and performance level of elite and non-elite youth athletes”
- Jonker, L. et al. (2010). “The role of self-reflective processes in sport performance”
- Bartulovic, D. et al. (2017). “Examining the psychometric properties of a self-regulated learning questionnaire in sport”
- Thelwell, R. et al. (2006). “Developing self-awareness and self-regulation in youth sport”
- Hagger, M. et al. (2005). “The influence of self-regulation on athlete burnout and performance”
- Schunk, D. & Zimmerman, B. (2011). “Self-Regulated Learning: Theories, Measures, and Outcomes”
- McPherson, S. & Kernodle, M. (2007). “Tactical and strategic knowledge: Keys to understanding self-regulation in sport”
- Cleary, T. & Zimmerman, B. (2001). “Self-regulation differences during athletic practice by experts, non-experts, and novices”
- Goudas, M., Biddle, S., & Fox, K. (1994). “Perceived locus of causality, goal orientations, and perceived competence in school physical education classes”
