This study aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54 ± 2.42, post: 10.97 ± 3.25 points; p < 0.001) and knowledge (pre: 6.43 ± 2.26, post: 13.19 ± 3.09 points; p < 0.001), as well as females’ skill performance (pre: 2.64 ± 2.09, post: 8.96 ± 4.12 points; p < 0.001) and knowledge (pre: 6.14 ± 2.48, post: 10.97 ± 3.25 points; p < 0.001) after taking part in the practical intervention. Sex-based differences, in favor of the males, were only observed in knowledge outcomes (males: Δ (Δ%) = 6.76 (105.1%), females: Δ (Δ%) = 4.25 (69.2%); p < 0.05). Qualitative data analysis yielded three major learning strategies: repeated viewing and interpretation of VMEs, self-talk and mental rehearsal. In conclusion, VMEs were able to empower the participating students to acquire motor skills and knowledge in PE classes through activating different metacognitive learning strategies, and even without resorting to teacher/peer assistance. Data from this study could prompt PE teachers to incorporate VME-mediated self-regulated learning methods into their teaching practices for better classroom management and for improving their students’ metacognition.

本研究旨在评估视频建模示例 (VME) 对原始体育 (PE) 环境中中学生体操自我调节学习体验的影响。共有 56 名 16-17 岁的学生（28 名男性和 28 名女性）参加了为期七周的体操学习单元，目的是在没有老师和同伴帮助的情况下使用 VME 获得新的运动技能和知识。通过体操地板套路和定制设计的笔试收集重复测量。进行半结构化访谈以探索学生的自我调节学习策略。定量数据分析显示，男性技能表现有显着提高（前：4.54 ± 2.42，后：10.97 ± 3.25 分；p < 0.001) 和知识（前：6.43 ± 2.26，后：13.19 ± 3.09 分；p  < 0.001），以及女性技能表现（前：2.64 ± 2.09，后：8.96 ± 4.12 分；p  < 0.001） 参与实践干预后的知识（前：6.14±2.48，后：10.97±3.25分；p <0.001）。仅在知识成果中观察到有利于男性的性别差异（男性：Δ (Δ%) = 6.76 (105.1%)，女性：Δ (Δ%) = 4.25 (69.2%)；p< 0.05)。定性数据分析产生了三种主要的学习策略：反复查看和解释 VME、自我对话和心理预演。总之，VME 能够通过激活不同的元认知学习策略，甚至无需求助于老师/同伴的帮助，使参与的学生能够在体育课中获得运动技能和知识。这项研究的数据可以促使体育教师将 VME 介导的自我调节学习方法纳入他们的教学实践中，以更好地管理课堂并提高学生的元认知。