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Department of Motor Behavior, Faculty of Sport Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. , Sk.salehi@yahoo.com
Abstract: (34 Views)
Background: The process of learning perceptual-motor skills, such as football dribbling, relies not only on physical practice but is also influenced by cognitive and metacognitive factors. Specifically, metacognitive self-regulation strategies by providing a framework for planning, monitoring, and evaluation can enhance performance. However, the effect of various aspects of these strategies on the learning of perceptual-motor skills has been less studied.
Aims: The purpose of this study was to examine the effect of metacognitive self-regulation strategies on the learning of the perceptual-motor of football dribbling skill.
Methods: The present study was a quasi-experimental research with a pre-test and post-test design. The statistical population consisted of male high school students (second level) in Karaj. From this population, 50 male students aged 16 to 18 years, who were beginners in football, were selected using convenience sampling and randomly assigned to five groups, including three self-regulated learning strategy groups and two control groups (with and without practice). The participants took part in four phases: pre-test, acquisition phase, post-test, and retention test. The standard football dribbling from the Yeagley test set (1992) was used to assess the criterion skill. Additionally, self-regulation strategies were taught based on Zimmerman's model (2006). Data were analyzed using repeated measures ANOVA in SPSS version 25 and Excel version 2013.
Results: The findings indicated that the implementation of self-regulation strategies had a significant effect on the acquisition and retention of the football dribbling skill (P < 0.05). Additionally, there was a significant difference among the different phases of self-regulation (Foresight, Execution control, and self-reflection) in learning the football dribbling skill (P < 0.05).
Conclusion: Teaching self-regulation strategies helps enhance the learning of perceptual-motor skills. Based on the findings of the study, it is recommended that motor skill coaches and instructors optimize the learning process by utilizing these strategies, and by developing learners’ self-regulation skills, provide opportunities for self-assessment and performance correction, thereby enhancing their motor accuracy and performance.
Aims: The purpose of this study was to examine the effect of metacognitive self-regulation strategies on the learning of the perceptual-motor of football dribbling skill.
Methods: The present study was a quasi-experimental research with a pre-test and post-test design. The statistical population consisted of male high school students (second level) in Karaj. From this population, 50 male students aged 16 to 18 years, who were beginners in football, were selected using convenience sampling and randomly assigned to five groups, including three self-regulated learning strategy groups and two control groups (with and without practice). The participants took part in four phases: pre-test, acquisition phase, post-test, and retention test. The standard football dribbling from the Yeagley test set (1992) was used to assess the criterion skill. Additionally, self-regulation strategies were taught based on Zimmerman's model (2006). Data were analyzed using repeated measures ANOVA in SPSS version 25 and Excel version 2013.
Results: The findings indicated that the implementation of self-regulation strategies had a significant effect on the acquisition and retention of the football dribbling skill (P < 0.05). Additionally, there was a significant difference among the different phases of self-regulation (Foresight, Execution control, and self-reflection) in learning the football dribbling skill (P < 0.05).
Conclusion: Teaching self-regulation strategies helps enhance the learning of perceptual-motor skills. Based on the findings of the study, it is recommended that motor skill coaches and instructors optimize the learning process by utilizing these strategies, and by developing learners’ self-regulation skills, provide opportunities for self-assessment and performance correction, thereby enhancing their motor accuracy and performance.
Article number: 14
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)