Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

Autor/in	Lidor, Ronnie
Titel	Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies
Quelle	In: Physical Education and Sport Pedagogy, 9 (2004) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
Schlagwörter	Physical Education; Team Sports; Teaching Methods; Learning Strategies; Program Effectiveness; Metacognition; Motor Development; Intervals; Skill Development; Control Groups + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Mannschaftssport; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motorische Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung
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. (Contains 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10