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
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)
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)
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)
Self-Regulation
• A triadic, cyclical process
(Zimmerman, 1989)
PERSON
ENVIRONMENT
BEHAVIOR
Collins & Durand-Bush (2010)
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 & DurandBush, 2009)
Collins & Durand-Bush (2010)
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)
Social-Cognitive Model
(adapted from Zimmerman, 2000, 2008)
ENVIRONMENT
ENVIRONMENT
Current and desired self
(feel, thoughts, actions)
Outcome
Expectations
Self-Efficacy
Task
Interest/Value
Self-Motivational
Beliefs
Task Analysis
Strategic Planning
FORETHOUGHT
Goal Orientation
Self-Satisfaction/Affect
Self-Awareness
Goal Setting
PERFORMANCE
SELF-REFLECTION
Self-Reaction
Self-Observation
Self-Judgment
Adaptive &
Defensive
Inferences
Causal Attributions
Self-Recording
Meta-cognitive
Monitoring
Self-Control
Self-Evaluation
Task Strategies
Self-Instruction
Attention Focusing
What is Performance?
•
•
•
•
Execution of a given action
Accomplishment
The act of performing, doing, executing
Etc…
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)
Self-Awareness
• Self-awareness of desired thoughts, feelings, and
behaviours
• ‘Feel’ is a subjective multi-dimensional experience
(Callary & Durand-Bush, 2008)
–
–
–
–
–
Physical
Cognitive
Social
Emotional
Spiritual
“I
“I
“I
“I
“I
feel
feel
feel
feel
feel
strong”
proud”
supported”
happy”
at peace”
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)
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)
Social-Cognitive Model
(adapted from Zimmerman, 2000, 2008)
ENVIRONMENT
ENVIRONMENT
Current and desired self
(feel, thoughts, actions)
Outcome
Expectations
Self-Efficacy
Task
Interest/Value
Self-Motivational
Beliefs
Task Analysis
Strategic Planning
FORETHOUGHT
Goal Orientation
Self-Satisfaction/Affect
Self-Awareness
Goal Setting
PERFORMANCE
SELF-REFLECTION
Self-Reaction
Self-Observation
Self-Judgment
Adaptive &
Defensive
Inferences
Causal Attributions
Self-Recording
Meta-cognitive
Monitoring
Self-Control
Self-Evaluation
Task Strategies
Self-Instruction
Attention Focusing
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 selfregulate 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)
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
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
SELF-REFLECTION
PERFORMANCE
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
SELF-REFLECTION
PERFORMANCE
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)
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)
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)
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)
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)
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)
Thank You!
• Are there any questions or comments?
Jamie Collins (PhD Cand.)
jcoll043@uottawa.ca
Natalie Durand-Bush (PhD)
ndbush@uottawa.ca
Collins & Durand-Bush (2010)