Abstract
The purpose of this study was to examine learners’ self-regulated learning in elementary school physical education classes. A semi-structured interview was conducted with one experienced teacher, and the data were analyzed using the Steps for Coding and Theorization method. The analysis generated 85 concepts and 13 categories, including ‘learners’ learning histories’ and ‘teachers’ foresight.’ These categories were interpreted based on classroom observations and interview narratives. The results indicated that an important key to promoting learners’ self-regulated learning was the teacher’s sensitivity to the "gap between teacher and learner," which was grounded in contextual reflection and improvised meaning-making derived from the teacher’s foresight. Furthermore, the teacher flexibly revised his foresight and reconstructed his practical knowledge, enabling him to envision and support learners’ learning and lesson development.
https://ror.org/05f8a4p63 
