Self - Regulation and Performance Level 1 Running head : SELF - REGULATION AND PERFORMANCE LEVEL Self -

In learning and development, self-regulation can be described as the degree to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level in elite (n=159) and nonelite (n=285) youth soccer players aged 11 to 17 years (mean age 14.5, s=1.4). The players completed a questionnaire that measured planning, self-monitoring, evaluation, reflection, effort and self-efficacy. A logistic regression analysis was performed (controlling for age) to determine which self-regulatory aspects were associated with players’ performance level (elite vs. non-elite). High scores on reflection and effort were associated with a higher level of performance. Findings suggest that elite players may be both more aware of their strong and weak points and they may be better able to translate this awareness into action. As well, these elite players appear to be more willing to invest effort into practice and competition. It is suggested that these better developed self-regulatory skills may translate into a more effective learning environment and ultimately result in an increased capacity for performance in elite players relative to their non-elite peers.