Overregulation in Physical Education – Teaching Behavior Effects on Self-Regulated Motor Learning

Abstract

This study examines students’ use of self-regulated motor learning strategies related to a congruent or incongruent teacher-student fit-constellation of perceived and preferred teaching behavior. In a cross-sectional study in German grammar schools, 1452 students and 18 physical education teachers participated. The results of the study indicate that students apply more self-regulated motor learning strategies in specific fit-constellation. In addition, when the teachers’ self-perception of teaching behavior exceeds the respective perception and preference of the students, this overregulation impairs the satisfaction with and interest in physical education as well as self-regulated motor learning