Developing metacognitive behaviour in physical education classes: the use of task-pertinent learning strategies

Abstract

Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was to examine the effectiveness of three learning strategies in an instructional unit of basketball taught by a physical education (PE) teacher within the school curriculum. Fifty-six female participants (mean age = 12.5 years) were randomly assigned to four learning conditions: (a) the Five-Step Approach (5-SA), (b) a nonawareness strategy, (c) an awareness strategy, and (d) a control (no-strategy guidance). The task of the study was the basketball free throw. It was found that the 5-SA and the nonawareness participants performed more accurately than the awareness and the control participants. In addition, the strategy participants increased their preparation intervals compared with the control participants. It was concluded that learning strategies can facilitate accuracy of performance when applied during PE classes.

Accepted under the editorship of Susan Capel.

Keywords:

• Learning Strategies
• Metacognition
• Five-Step Approach

Notes

Accepted under the editorship of Susan Capel.