Introduction: Self-regulation is defined as a process that persons can control their thoughts, feeling and activities. Self-regulation learning strategies are the effective factor in the learning, performance and behavior. The purpose of this study was to determine the effect of self-regulation learning strategies in various stages of self-regulation on the acquisition and retention of volleyball service including (fore-thoughtful stage, performance stage and self-reflection stage).
Methodology: 36 female students aged 20±1.19 were randomly divided into 3 groups (self-regulation three stages, self-regulation two stages and self-regulation two stages). The subjects in the pre-test and the acquisition test (post-test) 1 block of 5 trials, in the acquisition stages, 12 blocks of 10 trials, and in the retention test (after a week), 1 block of 10 trials practiced. The data from pre-test, acquisition and retention tests were analyzed by one-way analysis of variance (ANOVA) test and to identify differences by Bonferroni post hoc tests.
Results: The results showed that there is a significant difference between the three self-regulation strategies practice groups in the acquisition and retention tests (p<0.05). In other words, self-regulation three stages group, have a higher average than the other two groups (self-regulation two stages and self-regulation two stages).
Discussion: These findings suggested that the self-regulation learning strategies and especially self-evaluation stage and its scales are the most effective factors in the learning skill and enhancement of performance Findings of this study can be very important in education and skill acquisition process for teachers and sports coaches.