Document Type : Research Paper
Authors
1 Motor Learning Ph.D. Student, University of Shahid Beheshti, Department of Physical Education and Sports Science, Tehran, Iran.
2 Associate Professor of Shahid Beheshti University, Department of Physical Education and Sports Science, Tehran, Iran.
3 Associate Professor of Shahid Beheshti University, Department of Physical Education and Sports Science, Tehran, Iran
Abstract
The aim of this study was to examine the effectiveness of observational learning on Students’ promoting metacognitive behavior in soccer chip task. Forty two students, aged 11-13 years old, in region 2th of Tehran, participated in this study. They were divided in 3 groups (control group, observation of skilled model group, and observation of skilled model with metacognitive activities group). An experimental intervention study in soccer chip task was conducted with pre- and post-tests. Metacognition was assessed pre and post-intervention using metacognitive process in physical education questionnaire. Paired sample t-test analysis showed that there were statistically significant differences between pre- test and post-test in groups. The results of ANOVA & Bonferroni test showed that in addition to being metacognitive strategies are an effective way to improve metacognitive behavior, observational learning also is an effective way to improve it, in physical education classes.
Keywords
Main Subjects
- Arango-Muñoz. S. (2011). Two levels of metacognition. Philosophia, 39, 71–82.
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bandura, A. (1984). Principles of behavior modification. New York: Hart, Rinehart, Winston.
- Bandura, A. (1986). Principles of behavior modification. New York: Hart, Rinehart, Winston.
- Braaksma, M. A. H., Van den Bergh, H., Rijlaarsdam, G., & Van Hout-Wolters, B. H. A. M. (2004). Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction, 22(1), 1–36.
- Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. B. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension(pp. 453–481). Hillsdale, NJ: Erlbaum.
- Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
- Bogdan, R. J. (2001). Developing mental abilities by representing intentionality. Synthese, 129(2), 233–258.
- Bogdan, R. J. (2005). Why self-ascriptions are difficult and develop late? In B. F. Malle, & S. D. Hodges (Eds.), Other minds. How humans bridge the divide between self and the others (pp. 190 –206). New York: Guilford.
- Carruthers, P. (2009). How we know our own minds: the relationship between mindreading and metacognition. Behavioral and Brain Sciences, 32, 1– 18.
- Chatzipanteli, A., & Digelidis, N. (2011). The influence of metacognitive prompting on students’ performance in a motor skills test in physical education. International Journal of Sports Science and Engineering, 5(2), 93-98.
- Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2015). Promoting students’ metacognitive behavior in physical education through TGFU. American Journal of Educational Science, 1(2), 28-36.
- Dominic, A. S., & Robert, A. B. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(4), 907-912.
- Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.Resnick (Ed), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Laerence Erlbaum.
- Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert, & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 2-29). Hillsdale, NJ: Lawrence Erlbaum.
- Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, 50, 274–290.
- Gopnik, A. (1993). How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16(1– 15), 90 –101.
- Koriat, A. (2007). Metacognition and consciousness. In P D Zelazo, M Moscovitch & E Thompson (eds.), Cambridge Handbook of Consciousness. Cambridge University Press.
- Larkin, S. (2010). Metacognition in young children. New York: Routledge.
- MacIntyre, T., Igou, E., Campbell, M., Moran, A., & Matthews, J. (2014). Metacognition and action: A new pathway to understanding social and cognitive aspects of expertise in sport. Frontiers in Psychology, doi: 10.3389/fpsyg .2014.01155.
- MacIntyre, T., & Moran A. P. (2010). Meta-imagery processes among elite sports performers. In A. Guillot, & C. Collet (Eds.), The neurophysiological foundations of mental and motor imagery (pp. 227-244). Oxford: Oxford University Press.
- Mohtashami, R., & Sadeghi, Z. (2010). The role of metacognition in the learning process. Learning Strategies, 3(4), 143-148. (Persian).
- Moran, A. P. (1996). The psychology of concentration in sport performers: A cognitive analysis. Hove, East Sussex: Psychology Press.
- Papaioannou, A., Theodosiou, A., Pashali. M., & Digelidis, N. (2012). Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: The self-check style of teaching makes a difference. Advances in Physical Education, 2(3), 110-118.
- Piaget, J. (1951). Play, dreams, and imitation in childhood. New York: Norton.
- Proust, J. (2007). Metacognition and metarepresentation: Is a self-directed theory of mind a precondition for metacognition? Synthese, 159, 271–295.
- Schmidt, R. A., & Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach, 4th edithion. Champaign, IL: Human Kinetics.
- Sheffield, F. N. (1961). Theoretical considerations in the learning of complex sequential tasks from demonstrations and practice. In A. A. Lumsdaine (Ed.), Student response in programmed instruction (pp. 13-32). Washington, DC: National Academy of Sciences.
- Schraw, G. (2002). Promoting general metacognitive awareness. In H. Hartman (Ed.), Metacognition in Learning and Instruction (pp. 3-16). Netherlands: Kluwer Academic Publishers.
- Theodosiou, A., Mantis, K., & Papaioannou, A. (2008). Student self-reports of metacognitive activity in physical education classes: Age-group differences and the effect of goal orientations and perceived motivational climate. Educational Research and Reviews, 3, 353-364.
- Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7, 361-380.
- Uehara, L. A., Button, C., & Davids, K. (2008).The effects of focus of attention instructions on novices learning soccer chip. Brazilian Journal of Biomotricity, 4, 63-77.
- Wegner, D. M. (2002). The illusion of the conscious will. Cambridge, MA: MIT Press.
)