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This study examined the effectiveness of sequential practice from the emulation to the self-control level of the social cognitive model of self-regulated learning development. The model proposes that students who practice with social feedback at the emulation level first and then set goals and self-record their performance at the self-control level master sport skills effectively.The design included one between-subjects factor, the group with five levels and one within-subjects factor, time (pre-test, post-test).One hundred fifth and sixth grade students (40 boys and 60 girls) were assigned to four experimental and one control group and practiced the basketball dribble.The results showed that students of all experimental groups improved their dribbling performance from pre- to post-test. Students who received social feedback and observed repeated demonstrations at the emulation level and then set process or performance goals and self-recorded their performance at the self-control level improved their dribbling performance more than students who missed emulative practice. No improvement was found for control group students.These results supported the effectiveness of the social cognitive model of self-regulated learning development, showing that this model can be used as an instructional approach for teaching sport skills in physical education.