Document Type : Original research study

Authors

Abstract

The purpose of the present research was to determine psychometric properties of Metacognition Applied to Physical Activity Scale (MAPAS) in athletes. The sample consisted of 315 men and women athletes of 8 sport clubs in Jahrom city. The Factor Analyses showed the presence of three dimensional structures of declarative knowledge, procedural knowledge, and conditional knowledge which determine 66.48% of total variance explained of metacognition. Relevant differences were found as regard gender, and the kind of sport practice. There were significant correlations between MAPAS, Metacognition-30, Sport Self-regulation and Goal Orientation questionnaires. Data were indicative of acceptable level of Cronbach’s Alpha (0.89) and Split-Half (0.88) Reliability coefficients of Metacognition Applied to Physical Activity Scale totally. The results of the present study seem to indicate the substantial adequacy of this instrument to measure metacognition in the domain of sport and physical activity.
 
 
 
 
 
 

Keywords

 

 
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.