Self-regulated learning of a motoric skill: The role of goal setting and self-monitoring

The effects of goal setting and self-monitoring during self-regulated practice on the acquisition of a novel motoric skill were studied with 50 high school girls. It was hypothesized that process goals would improve not only the development of dart throwing skill more than product goals but also self-efficacy perceptions, self-reactions and intrinsic interest. It was also expected that self-recording, a formal form of self-monitoring, would similarly enhance dart throwing skill, self-efficacy and self-reactive beliefs. Support for both hypotheses was found. Path analyses revealed that goal setting had a larger impact than self-recording on dart throwing skill, however, self-recording influenced self-efficacy beliefs and positive self-reactions as well as skill acquisition. The girls' self-reactions to dart throwing outcomes were highly correlated with their intrinsic interest in the task. The results are discussed in terms of a social cognitive view of self-regulatory processes in the acquisition and optimal performance of an athletic skill.