. Recent research has investigated how the components of metacognition may associate with mindfulness skills. Metacognitions can exist as either metacognitive knowledge (knowledge and beliefs about internal events) or regulation (monitoring, evaluating and storing information about cognitive strategies
Steven Love, Lee Kannis-Dymand and Geoff P. Lovell
Feng-Tzu Chen, Su-Ru Chen, I-Hua Chu, Jen-Hao Liu and Yu-Kai Chang
achievement in school settings ( Howie & Pate, 2012 ). Recently, adjustments to the exercise-academic achievement model proposed by Howie and Pate ( 2012 ) were suggested. Specifically, Tomporowski et al. ( 2015 ) postulated that metacognition, as a potential mediator, should be placed between executive
Loel Collins, Howie J. Carson and Dave Collins
Previous research has emphasised the dynamic nature of coaching practice and the need to consider both individual performer needs and necessary contextual trade-offs in providing optimum solutions. In this regard, a Professional Judgment and Decision Making framework has been suggested to facilitate an optimum blend of actions against these complex and dynamic demands. Accordingly, we extend this work and address recent calls for greater focus on expertise-oriented assessments, by postulating on the aspirant/developing coach’s capacity for and development of metacognition (i.e., active control over cognitive processes) as a ‘tool’ within the reflective process. Specifically, we propose that metacognition enables essential active cognitive processing for deep learning and impactful application, together with construction and refinement of useable knowledge to inform coaching decisions. Metacognition, therefore, helps to contextualise knowledge provided in training, further optimising the experience, particularly before certification. Finally, we exemplify how metacognition can be developed in coaches through the use of cognitive apprenticeships and decision training tools; and evaluated via a series of observed coaching episodes, with reasoning articulated through pre and postsession interview. Despite challenging traditional competency-based approaches to coach education, we believe that a considered mixed approach represents a vital next step in further professionalising sports coaching.
Thomas B. Franek and Malissa Martin
Edited by Gary B. Wilkerson
Athanasia Chatzipanteli, Nikolaos Digelidis and Athanasios G. Papaioannou
The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.
Gilles Kermarrec, John R. Todorovich and David S. Fleming
Research in educational psychology and sport psychology indicates that school achievement depends on students’ capacity to self-regulate their own learning processes. The purpose of this study was to investigate the self-regulation components employed by students in a natural physical education setting. Twenty-three French students, 14 and 15 years old, were videotaped during their regular physical education class as their teachers taught them a new skill. The students then watched a recording of their performance and provided the researcher with a verbal description of their cognitive activity during the lesson. Verbal data were then analyzed using both qualitative and quantitative techniques. The data revealed that the students employed a 17-component self-regulation model while learning a new skill in the natural physical education context. Three teaching models that emerged for eliciting the identified self-regulation components among students are also discussed.
Katie Dray and Kristy Howells
account the above context, the use of e-portfolios was seen as useful for three key reasons: a) as an accessible learning space; b) as a tool that would stimulate reflection and meta-cognition; and c) as a tool to provide links to the student coaches’ learning communities. An Accessible Learning Space The
Rose Martini, A.E. Ted Wall and Bruce M. Shore
The use of metacognition differs with different levels of cognitive ability, but it is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities—high skill, average, developmental coordination disorder (DCD)—during a ball-throwing task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children; however, relative to their counterparts, a significant median proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task.
Amanda Martindale and Dave Collins
The article “What works when working with athletes” by Fifer, Henschen, Gould, and Ravizza (2008) offers an interesting array of information and insights used by three highly experienced applied sport psychology consultants. This response article, however, contends that it may be possible to glean a further, and crucial, level of understanding by exploring the metacognition behind the selection of such courses of action. This may be provided through applied cognitive task analysis (ACTA) techniques to access the cognitive mechanisms underpinning professional practice. A suggested research direction is to use ACTA techniques such as in-depth interviews and cognitive mapping with highly experienced applied sport psychology consultants. Specifically, these techniques would enable readers to access judgments and decisions, attentional demands, critical cues and patterns, and problem solving strategies (Gore & McAndrew, 2009). This level of understanding may help to establish how these cognitive processes impact on the support provided to clients, and in turn, assist in developing more conceptually rigorous training methods.
This paper provides a detailed description of the experimental design and chronology of the Evergreen Project, the aims of which were to profile the health and functional capacity of the elderly population of Jyväskylä, Finland, to examine changes in health and functional capacity over time, and to identify the factors related to living conditions and lifestyle that predict changes in functional capacity and health. Residents of Jyväskylä were invited to participate in a series of interviews and laboratory testing sessions. The interviews focused on (a) illnesses, the use of drugs, perceived health, symptoms, and psychosocial well-being, (b) physical and mental capacity and ADL functional capacity, (c) social togetherness and community activity, and (d) living conditions. lifestyle, and life history. The laboratory examinations assessed health status and drug use. anthropometric status, physical performance. sensory functions, perceptual-motor coordination, cognitive capacity and metacognitions. and neuropsychological functioning. A detailed breakdown of the participation and attrition rates, demographic characteristics, and normative data for each age cohort is provided.