ابوالقاسمی، ع.، و آریاپوران، س. (1385). ارتباط راهبردهای مقابلهای، جهتگیری هدف و اضطراب رقابتی با عملکرد ورزشی دانشجویان ورزشکار گروهی و انفرادی. پژوهش در علوم ورزشی، 13: 155-141.
اشمیت، ر.، و لی، ت. (2005). یادگیری و کنترل حرکتی. ترجمۀ حمایتطلب، ر.، و قاسمی، ع. (1391). تهران: نشر علم و حرکت.
حلاجی، م. (1389). رویکرد فراشناخت در آموزش مفاهیم جنبش المپیک به دانشآموزان. رشد آموزش تربیت بدنی. (35): 64-56.
شیرینزاده دستگردی، ص.، گودرزی، م. ع.، رحیمی، چ.، و نظیری، ق. (1387). بررسی ساختار عاملی، روایی و اعتبار پرسشنامة فراشناخت 30. روان شناسی. 12 (4): 461-445.
ملکیان، ف.، نریمانی، م.، و صاحب جمعی، س. (1389). نقش راهبردهای شناختی و فراشناختی در انگیزۀ پیشرفت فراگیران نظام آموزشی مبتنی بر فناوری اطلاعات و ارتباطات. برنامه ریزی درسی- دانش و پژوهش در علوم تربیتی. دانشگاه آزاد اسلامی واحد خوراسگان. 7 (25): 38-21.
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1: 3-38.
Bridgeman, B., Kirch, M., & Sperling, A. (1981). Segregation of cognitive and motor aspects of visual function using induced motion. Perception & Psychophysics, 29, 336-342.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, R. (eds.), Metacognition, Motivation, and Understanding,Erlbaum, Hillsdale, NJ, pp. 65-116.
Cornoldi, C., De Beni, R., & Gruppo, M. T. (2001). Imparare a studiare 2. Strategie, stili cognitivi, metacognizione e atteggiamenti nello studio. Erickson, Trento.
Duda, J., & Nicholls, J. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84 (3), 290-299.
Kelly, S. A., Melnyk, B. M., Jacobson, D. L., & O'Haver, J. A. (2011). Correlates among healthy lifestyle cognitive beliefs, healthy lifestyle choices, social support, and healthy behaviors in adolescents: Implications for behavioral change strategies and future research. Journal of Pediatric Health Care, 25 (4), 216-223.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & amp; Education, 52 (4): 800-810.
Kline, R. B. (2011). Principles and practice of structural equation modeling, NY: Guilford Press.
Martini, R., & Shore, B. M. (2008). Pointing to emerging parallels in the use of metacognition in cognitive and psychomotor tasks. Learning and Individual Differences, 18 (2), 237-247.
Martini, R. (2002). Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developrnental coordination disorder (DCD). The Office of Graduate and Post-Doctoral Studies McGill University, Montreal.
McPherson, S. L., & Thomas, J. R. (1989). Relation of knowledge and performance in boys' tennis: Age and expertise. Journal of Experimental Child Psychology, 48 (2), 190-211.
Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23, 141-157.
Papaioannou, A., Marsh, H. W., & Theodorakis, Y. (2004). A multilevel approach to motivational climate in physical education and sport settings: An individual or a group level construct. Journal of Sport Exercise Psychology, 26, 90-118.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 51 (5), 749-761.
Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychoogy, 19: 143-154.
Settanni, M., Magistro, D., & Rabaglietti, E. (2012). Development and preliminary validation of an instrument to measure metacognition applied to physical activity during early adolescence. Cognition, Brain, Behavior, an interdisciplinary Journal, (1), 67-87.
Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82: 306-314.
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 Review, 3 (12), 353-364.
Wall, A. E. (1986). A knowledge-based approach to motor skill acquisition. In M. G. Wade, H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 33-49). Dordrecht, the Netherlands: Martinus Nijhoff Publishers.
Wells, A., & Cartwright-Hatton, S. (2004). Ashort form of the metacognitions questionnaire: properties of the MCQ-30. Behavior Research and Therapy, 42 (0), 385-396.