Background/Purpose Self Regulation of Learning (SRL) is planning, monitoring the cognitive, behavioral and motivational process toward completion of tasks/goals (Hadwin, Jarvela & Miller (2011). SR environments offer students choice and decision-making opportunities (Deci & Ryan, 2002). Since little research reports perceived choice and teacher support during challenging physical activities, we explore perceived choice, teacher support and strategic decision-making during initiative games (activities requiring cooperation and Critical Thinking).
Method 19 boys aged 11-13 were interviewed after participating in initiative games during a three-week summer sports camp. We asked about opportunities for choice, teacher support and strategic decisions. Interviews were 10-15 minutes, audio-recorded, transcribed and subjected to analysis of content (Patton, 2002). Disagreements were discussed until 100% consensus occurred. Trustworthiness was attained through prolonged engagement, dependability and negative case (Lincoln & Guba, 1985).
Analysis/Results Students perceived opportunities for choice (16/19). "If I am given choices, the games are enjoyable." Teacher support evidence included 'caring,''encouraging' and a 'positive personality.' Strategy decisions employed 'size', "We had the short people go first;" taking turns,' "The one person goes in to touch the rest of the buttons;" and teamwork' "We hung on and put our arms around everybody."
Conclusions Wigfield et al. (2011) recommend investigating salient student choices and how they make decisions when approaching learning tasks. We extend current research by examining student perceived decision-making opportunities, teacher support and strategic decisions during learning activities. Autonomy development requires opportunities for decision-making, but teachers must provide opportunities for 'thoughtful' decision-making. Initiative games study holds potential for future research.
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