ABSTRACT
This chapter first reviews a social cognitive cyclical model of self-regulation that describes key self-regulatory processes and motivational beliefs. It then discusses empirical studies that have examined athletes' key self-regulatory processes (e.g., goal-setting, goal orientation, self-monitoring, and self-evaluating) and coach influences such as motivational climate on athletes' self-regulatory functioning. Motivational climate has been associated with adaptive motivational beliefs and affective reactions. Motivational climate has also been investigated separately in the contexts of training and competition. The chapter explains how self-regulatory functioning can vary from training to competition and the role of the coach in this process. Coaches can play a key role in supporting and promoting athletes' self-regulatory functioning. From a cyclical perspective of self-regulation, athletes acquire skills in four sequential levels: observation, emulation, self-control, and self-regulation. The chapter also discusses implications for practice regarding how to enhance learning and performance in sport using social learning experiences.
