1. Jamie Collins (PhD Cand.) & Natalie Durand-Bush (PhD)
University of Ottawa
School of Human Kinetics
Helping Clients to Develop Self-Regulation Skills to Enhance Performance and Well-Being

2. Session Overview A Framework for teaching/learning self-regulation
Zimmerman’s Social-Cognitive Model (SCM)
Examples of how to developing self-regulatory skills in the context of an elite sport team
Implications for individual & group consulting/ counselling
Collins & Durand-Bush (2010)

3. My Background Where I am coming from… Ph.D. Candidate
University of Ottawa, School of Human Kinetics
Master’s research on self-regulation for enhanced performance & cohesion
intervention with an elite curling team
Lifestyle coach for breast cancer survivors
Diet, exercise, & behavioral intervention
Collins & Durand-Bush (2010)

4. What is Self-Regulation (SR)?
“Self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (Zimmerman, 2000 p. 14)
Involves bringing oneself in line with preferred standards (Vohs & Baumeister, 2004)
SR processes can be taught (Schunk
& Zimmerman, 1998)
Collins & Durand-Bush (2010)

5. Self-Regulation A triadic, cyclical process (Zimmerman, 1989) PERSON
ENVIRONMENT
BEHAVIOR
Collins & Durand-Bush (2010)

6. Why is SR Important? Associated with:
Improved performance (Durand-Bush et al., 2005; Zimmerman, 2000)
Enhanced learning (Schutz & Davis, 2000; Zimmerman, 1990)
Increased well-being (Newburg et al., 2002; Simon & Durand-Bush, 2009)
Collins & Durand-Bush (2010)

7. Why is SR Important?
Applicable to a variety of counselling/consulting contexts:
Teams and individuals
Exercise (e.g. weight loss program)
Health (e.g. cardiac rehabilitation)
Academic learning
Professional/skill development
Etc.
Collins & Durand-Bush (2010)

8. Social-Cognitive Model (adapted from Zimmerman, 2000, 2008)
ENVIRONMENT
ENVIRONMENT
Current and desired self
(feel, thoughts, actions)
Outcome
Expectations
Goal Setting
Self-Efficacy
Self-Motivational
Beliefs
Self-Awareness
Task Analysis
Task Interest/Value
Strategic Planning
Goal Orientation
FORETHOUGHT
Self-Satisfaction/Affect
SELF-REFLECTION
PERFORMANCE
Self-Recording
Self-Reaction
Self-Observation
Self-Judgment
Adaptive & Defensive
Inferences
Meta-cognitive Monitoring
Self-Control
Self-Evaluation
Task Strategies
Causal Attributions
Self-Instruction
Attention Focusing

9. What is Performance? Execution of a given action Accomplishment
The act of performing, doing, executing
Etc…

10. Social-Cognitive Model of SR
FORETHOUGHT
Processes (Zimmerman, 2000, 2008)
INCREASE SELF-AWARENESS (Callary & Durand-Bush, 2008)
identify current and desired feel, thoughts, behaviours
Task Analysis
Goal setting – determine specific outcome of performance
Strategic planning – establish purposive processes/actions
Self-Motivational Beliefs
Self-efficacy – belief in oneself to perform effectively
Outcome expectations – belief re. “ultimate end of performance”
Intrinsic interest/value
Goal Orientation - process vs. outcome
Collins & Durand-Bush (2010)

11. Self-Awareness
Self-awareness of desired thoughts, feelings, and behaviours
‘Feel’ is a subjective multi-dimensional experience (Callary & Durand-Bush, 2008)
Physical “I feel strong”
Cognitive “I feel proud”
Social “I feel supported”
Emotional “I feel happy”
Spiritual “I feel at peace”

12. Social-Cognitive Model of SR
PERFORMANCE
Control that one exerts during performance (i.e., execution of an action) (Zimmerman & Cleary, 2001)
Processes (Zimmerman, 2000)
Self-Control
Self-instruction
Attention focusing
Task strategies
Self-Observation
Self-recording
Self-monitoring
Collins & Durand-Bush (2010)

13. Social-Cognitive Model of SR
SELF-REFLECTION
Follows performance effort (Zimmerman & Cleary, 2001)
Processes:
Self-Judgement
Self-evaluation
Casual attribution
Self-Reaction
Self-satisfaction/affect
Adaptive-defensive
Collins & Durand-Bush (2010)

14. Social-Cognitive Model (adapted from Zimmerman, 2000, 2008)
ENVIRONMENT
ENVIRONMENT
Current and desired self
(feel, thoughts, actions)
Outcome
Expectations
Goal Setting
Self-Efficacy
Self-Motivational
Beliefs
Self-Awareness
Task Analysis
Task Interest/Value
Strategic Planning
Goal Orientation
FORETHOUGHT
Self-Satisfaction/Affect
SELF-REFLECTION
PERFORMANCE
Self-Recording
Self-Reaction
Self-Observation
Self-Judgment
Adaptive & Defensive
Inferences
Meta-cognitive Monitoring
Self-Control
Self-Evaluation
Task Strategies
Causal Attributions
Self-Instruction
Attention Focusing

15. Exercise
Think of a situation (or two) in which a client needed to learn to better regulate their thoughts, feelings, & behaviours.
How can you help your clients learn to better self-regulate by improving self-regulatory processes?
What strategies will help you, as a counsellor, teach self-regulatory skills?
What strategies might help the client?
FORETHOUGHT
SELF-REFLECTION
PERFORMANCE
Collins & Durand-Bush (2010)

16. Example Leader who needed to better control feelings
of frustration following errors in performance.
“When I get frustrated, I don’t get mad at people, I just get frustrated at the situation. Because the more we miss, the more I know there’s pressure on me to make a really good shot.”
Forethought:
Team goal-setting (onset of season and throughout)
Competition planning
Keeping things in perspective
FORETHOUGHT
SELF-REFLECTION
PERFORMANCE

17. Example (Cont’d) Performance: Self-Control Positive self-talk
Breathing techniques
“Letting go” of mistakes
Positive communication with teammates
Reminders for proper technique and strategy
Self-Observation
Tracking of verbal/non-verbal behavior (by the consultant)
Mentally tracking performance (paying attention to thoughts, feelings, and behaviors)
FORETHOUGHT
PERFORMANCE
SELF-REFLECTION

18. Example (Cont’d) Self-Reflection:
Post-game debriefing sessions (collective and individual)
Discussion/evaluation of effectiveness (e.g., strategy, team dynamics)
Discussion of attributions for errors/success
Adaptive vs. defensive reactions
FORETHOUGHT
PERFORMANCE
SELF-REFLECTION

19. Reflection Question
How can the presence of others (e.g., team members, peers, co-workers) influence an individual’s ability to effectively self-regulate…
Can they help?
Can they hinder?
“You say [that] you get mad at yourself, and I understand if you’re mad at yourself about [missed] shots, but there are times when you’ve turned your back on our shots before they get to the hog line. [It’s] that sort of stuff that shows that you’re not just mad at yourself.”
Collins & Durand-Bush (2010)

20. Reflection Questions
Self-regulated learners have a reliance on personal initiative, perseverance, and adaptive skill
How, as counsellors/consultants, can we inspire individuals and give them the tools to effectively self-regulate?
How can we ensure that clients really LEARN to use these tools on their own (i.e., set goals, create plans, engage in self-recording etc.)?
Collins & Durand-Bush (2010)

21. Self-Regulation: A Triadic Process
“People who neglect to use social and physical environmental resources or who view them as an obstacle to personal development will be less effective in regulating their lives” (Zimmerman, 2000, p. 24)
Collins & Durand-Bush (2010)

22. Self-Regulation Failure
Major patterns of self-regulatory failure
(Baumeister & Heatherton, 1996):
Underregulation
Involves a failure to exert self-control
Appears to be more common
Misregulation
Involves “the exertion of control over
oneself, but this control is done in a
misguided or counterproductive fashion”(p. 2)
Overregulation???
Collins & Durand-Bush (2010)

23. Reflection Question
What are some advantages and disadvantages of teaching self-regulatory skills in a group context (e.g., group counselling/consulting session)?
Collins & Durand-Bush (2010)

24. What Is Your ‘Take Home’ Message?
Think of your counselling practice…
What successful strategies were you using to help clients learn to effectively self-regulate?
Are there any strategies/methods that you will change or ‘play around with’ as a result of today's discussion?
Collins & Durand-Bush (2010)

25. Thank You! Are there any questions or comments?
Jamie Collins (PhD Cand.)
Natalie Durand-Bush (PhD)
Collins & Durand-Bush (2010)