References
- Al-Emadi, A. (2001). The relationship among achievement, goal orientation, and study strategies. Social, Behavior and Personality, 29, 823–832.
- Chatzipanteli, A., & Digelidis, N. (2011). The influence of metacognitive prompting on students' performance in a motor skills test in physical education. International Journal of Sport Science and Engineering, 5, 93–98.
- Dail, T., & Christina, R. (2004). Distribution of practice and metacognition in the learning and long-term retention of a discrete motor task. Research Quarterly and Exercise Science, 75, 148–154.
- Fitts, P. M., & Posner, M. I. (1967). Human performance. Oxford, England: Brooks and Cole.
- Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-development inquiry. American Psychologist, 34, 906–911.
- Kernodle, M. W., & Carlton, L. G. (1992). Information feedback and the learning of multiple-degree-of-freedom activities. Journal of Motor Behavior, 24, 187–196.
- Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 187–194.
- Lidor, R. (2004). Developing metacognitive behavior in physical education classes: The use of task-pertinent learning strategies. Physical Education and Sport Psychology, 27, 23–36.
- Nietfeld, J. L. (2003). An examination of metacognitive strategy use and monitoring skills by competitive middle distance runners. The Journal of Applied Sport Psychology, 15, 307–320.
- Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85.
- Wrisberg, C. A., & Ragsdale, M. R. (1979). Cognitive demand and practice level: Factors in the mental rehearsal of motor skills. Journal of Human Movement Studies, 5, 201–208.