| Summary: | Soccer experts (N = 18), novices (N = 16), and children who are physically awkward (N = 18), were studied for differences in self-regulatory forethought and self-reflection processes during a soccer kicking task. The participants (age range 12--14 years) were questioned regarding goals, strategy choice, and self-efficacy, as well as self-reflection attributions and feelings of self-satisfaction as they practiced the task. Among the significant results, children who are physically awkward possessed less soccer kicking knowledge and displayed lower self-efficacy after success than experts and novices. They also set less specific goals, selected less rhythm/timing strategies following failure, and attributed less to rhythm/timing and practice following success than experts. In comparison to novices, children who are physically awkward showed no differences in goals and strategy prior to the task but in terms of strategy after failure and attributions after success they had less "I don't know" strategy answers and practice attributions. There was no significant difference among the three groups in self-satisfaction.
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