Metacognition and Goal-Orientations.

Their Role in Self-Regulation of Learning in Physical Education

Argiris Theodosiou1 & Athanasios Papaioannou2

1Department of Physical Education and Sport Science, Democritus University of Thrace, Komotini, Hellas

2Department of Physical Education and Sports Sciences, University of Thessaly, Trikala, Hellas

Abstract

In the following article an attempt is made to be comprehended by the reader what metacognition is and its’ importance for the production of new knowledge in general, and particularly in Physical Education set- tings. Metacognitive activities are important for the production of new knowledge because they help people to monitor and to regulate their own learning. People’s goal-orientations play particular role for the more frequent use of metacognitive strategies as such, according the goal-perspective theory, they affect the way they approach learning and the percentage of their participation in it. The character of the learning environ- ment engenders the appropriate background for greater cognitive self-regulation whether indirectly, by af- fecting the modulation of goal-orientations, or directly offering more chances for the application of metacognitive strategies. The aim of Physical Educators should be the development of a motivation climate that promotes personal improvement because apart from the positive influences on students’ intrinsic motivation, also advances the more frequent use of metacognitive strategies during learning process.

Key words: metacognition, self-regulation, goal-orientations