Chinese physical education student teachers' knowledge of self-regulated learning

“Self-regulated learning” (SRL) refers to how learners control their own learning processes. Studies on SRL have primarily focused on academic subjects such as mathematics and English. However, less is known about SRL in subjects that emphasize the personal development of other skills, such as physical education (PE). To address this gap, this study examined PE student teachers’ knowledge of SRL. Using qualitative analysis, 20 Chinese PE student teachers participated in semi-structured interviews to explore their knowledge of regulated learning. The results revealed that the interviewees possessed knowledge of SRL, co-regulated learning, and externally regulated learning. Considering the characteristics of PE and individual needs, capabilities, and conditions, using co-regulation and external regulation alongside SRL strategies is an effective approach to facilitating optimal PE development and fostering a diverse range of learning skills in mainland China. Furthermore, this research found that the Western concept of SRL may not be directly applicable to teacher training in mainland China, emphasizing the need to adapt it to different cultural and social contexts. This study highlights the importance of further investigating the combination of self-regulated, co-regulated, and externally regulated learning for future PE student teachers in mainland China. Copyright © 2025 selection and editorial matter, Huixuan Xu; individual chapters, the contributors.