Effect of Teaching Interventions on Metacognitive Skills in Physical Education. A systematic review
Download this article Lixia Bao */**, Nasnoor Juzaily Mohd Nasiruddin ***, Kim Geok Soh *, Huijuan Xie */**, Xiaofei Lin * and Junlong Zhang *
(*) Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, Malaysia
(**) Physical Education Department of Yuncheng University, Shanxi, China
(***) Faculty of Sports & Exercise Science, University of Malaya, Kuala Lumpur Malaysia
Citation
Bao, L., Juzaily Mohd Nasiruddin, N., Geok Soh, K., Xie, H., Lin, X., Zhang, J. (2023). Effect of Teaching Interventions on Metacognitive Skills in Physical Education. A systematic review. International Journal of Sport Psychology, 54(6), 509-538. doi:10.7352/IJSP.2023.54.509
Abstract
Metacognitive skills (MCSs) is one of the emerging research fields of metacognition. The literature has proven that different teaching interventions impact various sports performance and individuals’ MCSs. However, there is a lack of detailed systematic review about this topic. The primary aim of this study is to investigate the effects of teaching interventions on MCSs in physical education. A comprehensive search was conducted using five databases. The results indicate that notable impacts were observed on metacognitive knowledge and metacognitive behavior, less significant effects on metacognitive experiences. The sports types primarily focus on team ball sports, with limited research in individual sports. These results provide a valuable resource for physical teachers, coaches, and trainers. However, there is still significant room for research in comparing the effects of different interventions on populations among different genders, ages, and levels of sports using various research designs. Consequently, future research should prioritize in-depth exploration in these aforementioned areas.
Keywords: Teaching interventions; Metacognitive skills; Physical education; Physical performance