Abstract

Theoretical examinations are a critical gateway to public institution employment and qualifications in China, presenting a known challenge for physical education (PE) majors who typically demonstrate high practical aptitude. This study evaluates the efficacy of a self-regulated learning (SRL) intervention in improving the theoretical academic performance of college PE students. A sample of 24 students was randomly allocated to an experimental group (SRLG) or a control group (CG) receiving traditional instruction. The two-week intervention's impact was measured through pre- and post-assessments of class performance and test scores. Data analysis using ANOVA with Bonferroni correction showed statistically significant post-intervention gains for the SRLG compared to the CG. Simulation via generalized estimating equations (GEE) suggested sustained benefits. These results posit that structured training in self-regulated learning is an effective tool for bridging the theory-practice performance gap in PE education.

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