University of Groningen Self-regulation in sport and education Jonker, Laura IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2011 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Jonker, L. (2011). Self-regulation in sport and education: important for sport expertise and academic achievement for elite youth athletes. s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). 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Download date: 23-09-2021 sport and education Self-regulation in Self-regulation in sport and education Important for sport expertise and academic achievement for elite youth athletes Laura Jonker Reflection, which refers to the use of prior knowledge and experiences to improve future performance and to set attainment goals accordingly, is considered to be a key factor for sport expertise and has predictive value for those who have the most potential to reach the top Laura Jonker Stellingen Behorende bij het proefschrift Self-regulation in sport and education - Important for sport expertise and academic achievement for elite youth athletes Laura Jonker, 21 december 2011 1. Elite youth athletes, including soccer players, are academic high achievers (this thesis). 2. Strong self-regulatory skills may be essential for performance at the highest levels of sport compe tition in combination with academia (this thesis). 3. Tell me and I forget, show me and I remember, involve me and I understand (Ancient Chinese Proverb). 4. Zelfregulatie: meerwaarde van en voor de sport. 5. Sports participation is important for the development of self-regulatory skills (this thesis). 6. Reflection can help to predict who is going to reach the top as a key factor in the development of sport expertise (this thesis). 7. Leren is niet de wet der herhaling, maar proactief en efficiënt omgaan met het aantal herhalingen. 8. If you always do what you have always done, you will always get what you have always got (Henry Ford, 1863-1947). 9. Ever change a winning team (Alex Ferguson). 10. e beautiful thing about learning is that no one can take it away from you (B.B. King). The research presented in this thesis has RIJKSUNIVERSITEIT GRONINGEN been conducted at the Center for Human Movement Sciences, part of the University Medical Center Groningen, University of Groningen, The Netherlands. Self-regulation in sport and education This thesis was financially supported by Important for sport expertise and academic a grant of NOC*NSF. achievement for elite youth athletes The printing of this thesis was supported by the University Medical Center Groningen, the University of Groningen and the graduate school for Behavioral and Cognitive Neuro- sciences. Proefschrift ter verkrijging van het doctoraat in de Medische Wetenschappen aan de Rijksuniversiteit Groningen op gezag van de Their support is gratefully acknowledged Rector Magnificus, dr. E. Sterken, in het openbaar te verdedigen op Paranimfen woensdag 21 december 2011 Yvonne Tromp om 12.45 uur Rosan Jonker door Graphic design Larisa Wiegant Laura Jonker geboren op 31 maart 1984 Printed by te Bunnik Ipskamp Drukkers B.V. ISBN: 978-90-367-5213-8 © Copyright 2011: L. Jonker, Groningen, The Netherlands. All rights reserved. No part of this publication may be repro- duced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any other informa- tion storage or retrieval system, without prior written permission from the author. Promotor: Prof. dr. C. Visscher Self-regulation in Copromotor: Dr. M.T. Elferink-Gemser Beoordelingscommissie: sport and education Prof. dr. P. Wylleman Prof. dr. R.J. Bosker Prof. dr. G.J.P. Savelsbergh Important for sport expertise and academic achievement for elite youth athletes Laura Jonker 6 7 Content Chapter 7 137 Differences in self-regulatory skills among talented athletes: The significance of compe- Chapter 1 titive level and type of sport 9 Introduction Jonker, L., Elferink-Gemser, M. T., & Visscher, C. (2010). Journal of Sports Sciences, 28, 901-908. Chapter 2 17 The role of self-regulatory skills in sports Chapter 8 and academia: A systematic review 155 The role of reflection in sport expertise Jonker, L., Elferink-Gemser, M. T., & Visscher, C. (submitted) Jonker, L., Elferink-Gemser, M. T., Roos, de, I. M., & Visscher, C. (in press). The Sport Psychologist. Chapter 3 55 Talented athletes and academic achievements: Chapter 9 A comparison over 14 years 179 The development of reflection and attainment Jonker, L., Elferink-Gemser, M. T., & Visscher, C. (2009). of senior international status in elite sports High Ability Studies, 20, 55-64. Jonker, L., Elferink-Gemser, M. T., & Visscher, C. (submitted). Chapter 4 Chapter 10 71 The role of self-regulatory skills in sport and 207 Measuring self-regulation in a learning academic performances of elite youth athletes context: Reliability and validity of the Self- Jonker, L., Elferink-Gemser, M. T., & Visscher, C. (in press). Regulation of Learning – Self-Report Scale Talent Development and Excellence. (SRL–SRS) Toering, T. T., Elferink-Gemser, M. T., Jonker, L., van Heuvelen, Chapter 5 M. J. G., & Visscher, C. (in press). International Journal of Sport and 91 Academic performance and self-regulatory Exercise Psychology. skills in elite youth soccer players Jonker, L., Elferink-Gemser, M. T., Toering, T. T., Lyons, J., Chapter 11 & Visscher, C. (2010). Journal of Sports Sciences, 28, 1605-1614. 231 General discussion and conclusion Chapter 6 247 Summary / Samenvatting 111 The development of self-regulatory skills in youth: The significance of sports and academics 261 Curriculum Vitae and List of Publications Jonker, L., Elferink-Gemser, M. T., Toering, T. T., Tromp, E. J. Y., Baker, J., & Visscher, C. (submitted). 267 Dankwoord Chapter 1 Introduction Introduction Chapter 1 11 Introduction gory and that they are facilitated with extra training facilities, highly certified trainers, Sports in modern society medical supervision, and special provisions at Sport has become increasingly important school (NOC*NSF; Elferink-Gemser, Jordet, in the last decade. This is illustrated by the Coelho-E-Silva, & Visscher, 2011). Their years efforts of the Netherlands to organize the in these talent development programs (most Olympic and Paralympic games in 2028. The often when the athletes are between 12 and value of sports participation has been ex- 18 years of age) are extremely important as pressed in several ways in various contexts, the most progression must be made in sport for example in health and social develop- in this period; but this is also the phase when mental perspectives (NCRIM, 2002), and in several important changes occur in psycho- academic research (this dissertation). Which logical and academic areas (Brettschneider, athletes reach the levels of expertise that mil- 1999; Wylleman, Alfermann, & Lavallee, lions of people will be watching with aston- 2004). They have to juggle their academic ca- ishment? Who are the athletes who can serve reers with the extensive investment in their as role models for the youth and encourage sport. It therefore seems important that them to be active in sports? What characte- youth athletes learn to balance their activi- rizes the successful ones? How did they learn ties effectively and to attain senior elite status to perform at this exceptional level? Can we effi ciently. facilitate them on their way to the top, and how can we benefit from their way of learning Theoretical framework and performing? The value of the use of self-regulatory skills has been emphasized both in sport and aca- An elite youth athlete striving for the top demic domains as a means to learn more ef- Previous research has revealed that for ath- ficiently and to improve performance. Cleary letes to reach expert levels of performance, and Zimmerman (2001) for example showed investing about 10,000 hours over a time that expert athletes are better able to set spe- period of 10 years is not unusual (Ericsson, cific attainment goals and to select the most 1996; Ericsson, Krampe, & Tesch-Römer, appropriate strategy to achieve these self-set 1993). In this restricted time period, youth goals. In secondary education, more success- athletes must improve their sport-specific ful students, for example those in the higher characteristics enough to be able to compete academic levels, with higher grade point ave- at a high standard not only as juniors but to rages and better graduation rates, display an reach senior elite levels in their sport as well. increased use of self-regulatory skills com- In the Netherlands it is common for youth pared with their less successful peers (e.g., athletes who outperform their peers during Cleary & Chen, 2009; Miller, 2000; Nota, training and competition and those who may Soresi, & Zimmerman, 2004). The frequent have the potential to reach the top to form use of self-regulatory skills seems to make part of talent development programs or selec- people in general better able to structure their tion teams. This means that they belong to learning environments so they can benefit op- the best 1% (junior internationals) to 2.5% timally from the time spent on learning.