The purpose of the study was to determine which self-regulated learning strategies were used by physical education students. Participants were 340 undergraduate physical education students enrolled in physical activity classes at the College of Physical Education and Sport (CPES) in Riyadh, Saudi Arabia. The Self-Regulated Learning of Motor Skills Questionnaire (SRLMSQ) was used to assess the variables of this study. Descriptive statistics revealed that students used all SRL variables to a varying degree. The motivational variables including task value, performance goal orientation, learning goal orientation, self-efficacy and control of learning beliefs were used most often. The learning strategies of rehearsal, elaboration, peer learning, meta-cognitive self-regulation, effort regulation and help seeking were used the least.

Pearson Product-Moment correlation revealed that the motivational variables were positively correlated with each other, and learning strategies variables were positively correlated with each other. Motivational beliefs and learning strategies were positively correlated with each other with the exception of the relationship between performance goal orientation, effort regulation and help seeking.

Results of multiple regression revealed that self-regulated learning strategies were the predictor of academic performance (GPA). Results of hierarchical regression revealed that learning goal orientation, self-efficacy, and task value were the strongest predictors of learning strategies. MANOVA results revealed that there were developmental differences between students in meta-cognitive self-regulation, peer learning, and help seeking. The results further revealed that no developmental differences were present between students in rehearsal and elaboration. Tukey HSD post-hoc analysis indicated that sophomore students showed consistent use of meta-cognitive self-regulation, peer learning, and help seeking strategies in comparison to freshmen and junior-senior combined students.