100 Chapter 5 and develop SRL subprocesses, especially those relating to reflection and evaluation, during daily training sessions. The more frequent use of these SRL subprocesses are shown to be characteristic for swimmers who improved more during a season and reached higher performance levels. Therefore, coaches could encourage swimmers to reflect more frequently on their strengths and weaknesses during training sessions and to assess their training outcomes in relation to the attainment of their goals after training. Moreover, coaches could help swimmers to focus and expend effort on the main tasks that matter most rather than on side tasks that are less important. Finally, coaches and swimmers should be aware that effective and efficient learning is an ongoing process, which does not necessarily stop after the training session ends. Conclusion The results of this study have shown that swimmers who are on track to becoming elite swimmers are characterized by higher scores on reflection and evaluation processes entailed in daily training sessions. The more frequent use of SRL subprocesses during and after training among swimmers who are on track to reach the elite level suggests that they learn and train in a more efficient and effective way. Moreover, our findings suggest that, compared with their peers, these swimmers may benefit more from training because they are more actively involved in their learning process both in and out of the water. Ultimately, this proactive involvement could contribute to a higher quality of daily training, which may result in greater improvements during a season, higher performance levels, and a greater chance of reaching the level of elite swimming performance.
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