Thesis-1998-Luke.pdf (20.58 MB)
An examination of pupils' metacognitive ability in physical education
thesis
posted on 2018-05-11, 11:30 authored by Ian T. LukeThe objectives of the present study were to examine the type and quality of
metacognitive ability that pupils bring with them to Physical Education lessons, and
the potential influences upon, and the effects of, pupils' metacognitive ability. In
addition, there was an examination of whether pupils' metacognitive ability could be
developed in Physical Education.
The research programme involved four stages and a total of six schools. Stage one to
three involved validating classroom-based literature in Physical Education, the
development of metacognitive ability assessment procedures and a pilot study. Stage
four of the study (the main study) examined Year 7 and Year 9 pupils' metacognitive
ability both before and after one of three possible intervention settings: (1) a control setting; (2) a self-questioning metacognitive strategy setting (Meta); or (3) a self-questioning metacognitive strategy, metacognitive knowledge of person and
strategy variables and specific cognitive strategies setting (Meta+).
The main data-gathering tool in stage four was a specifically designed questionnaire,
supported by semi-structured interviews and ethnographic data relevant to the
schools, teachers, classes and lessons involved in the study.
From the pre-intervention data collected in the main study it would appear that pupils
aged between eleven and fourteen struggle to develop efficient metacognitive ability
and that they lack even the most fundamental necessities of effective learning such as
understanding the purpose of a task. The pupils' rnetacognitive ability seemed to be
influenced by a range of contextual and personal variables and there was an
interacting relationship between their metacognitive ability and concepts such as
volitional control, locus of control, motivational orientation and self-efficacy. The
intervention treatment settings seemed more beneficial to the development of pupils'
metacognitive ability compared to a control setting, although the influence of
contextual and personal variables still had a significant bearing on this development.
History
School
- Sport, Exercise and Health Sciences
Publisher
© Ian Timothy LukePublisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
1998Notes
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy at Loughborough University.Language
- en