اثربخشی رویکردهای آموزش سنتی و نوین بر تنظیم فراشناختی و یادگیری مهارت پاس فوتبال

Adler, I., Zion, M., & Mevarech, Z. R. (2016). The effect of explicit environmentally oriented
metacognitive guidance and peer collaboration on students’ expressions of environmental
literacy. Journal of Research in Science Teaching, 53(4), 620-663.
Alanzi, W. K. (2013). Middle school students’ game play performance and levels of enjoyment while
engaged in two curricular models (PhD thesis, Faculty of the Graduate School at Middle
Tennessee State University). Murfreesboro, United States.
Alizade, L., & Mohammadzadeh, H. (2020). The role of task constraints manipulation on learning of skills and
strategies of basketball by nonlinear pedagogy (TGFU). Motor Behavior, 11(38), 115-128. (In Persian)
Artelt, C., Naumann, J., & Schneider, W. (2010). Lesemotivation und Lernstrategien. In E. Klieme, C.
Artelt, J. Hartig, N. Jude, O. Köller, M. Prenzel, W. Schneider, & P. Stanat (Eds.), PISA 2009.
Bilanz nach einem Jahrzehnt (pp. 73-112).
Bergmann, F., Gray, R., Wachsmuth, S., & Höner, O. (2021). Perceptual-motor and perceptual-cognitive
skill acquisition in soccer: A systematic review on the influence of practice design and coaching
behavior. Frontiers in Psychology, 12, 772201.
Bernstein, N. (1967). The co-ordination and regulation of movements. London: Pergamon Press.
Bohler, H. (2009). Sixth-grade students’ tactical understanding and decision making in a TGM volleyball
unit. In T. Hopper, J. Butler, & B. Story (Eds.), TGfU …Simply good pedagogy: Understanding
a complex challenge (pp. 87-99). Ottawa, Canada: PHE Canada.
Breed, R., & Spittle, M. (2011). Developing game sense through tactical learning – A resource for
teachers and coaches. Port Melbourne: Cambridge University Press.
Cera, R., Mancini, M., & Antionietti, A. (2013). Relationships between metacognition, self-efficacy and self-
regulation in learning. Journal of Educational, Cultural and Psychological Studies, 7, 115-141.
Chassy, P. (2013). Team play in football: How science supports F. C. Barcelona’s training strategy.
Psychology, 4(10), 7-12.
Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2016). A tactical-game approach and
enhancement of metacognitive behavior in elementary school students. Physical Education and
Sport Pedagogy, 21(2), 169-184.
Chatzipanteli, A., & Digelidis, N. (2012). Promoting the development of metacognitive processes through
teaching games for understanding. Inquiries in Physical Education and Sports, 10, 30-37.
Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2015). Promoting students’ metacognitive behavior
in physical education through TGFU. American Journal of Educational Research, 1(2), 28-36.
Chatzipanteli, A., Digelidis, N., Karatzoglidis, C., & Dean, R. (2014). A tactical-game approach and
enhancement of metacognitive behaviour in elementary school students. Physical Education and
Sport Pedagogy, 21(2), 169-184.
Chow, J. Y., Davids, K., Button, C., & Renshaw, I. (2021). Nonlinear pedagogy in skill acquisition: An
introduction. Routledge.
Chow, J. Y., Komar, J., & Seifert, L. (2021). The role of nonlinear pedagogy in supporting the design of
modified games in junior sports. Frontiers in Psychology, 12, 744-814.
Chow, J. Y., & Tan, C. (2010). Enhancing game play in PE and sport: A holistic approach. In N. Aplin
(Ed.), Perspectives on physical education and sports science in Singapore: An eye on the youth
Olympic Games (pp. 106-117). Singapore: McGraw Hill.
Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araujo, D. (2007). The role of
nonlinear pedagogy in physical education. Review of Educational Research, 77(3), 251-278

Correia, V., Carvalho, J., Araújo, D., Pereira, E., & Davids, K. (2019). Principles of nonlinear pedagogy
in sport practice. Physical Education and Sport Pedagogy, 24(2), 117-132.
Crotti, M., Rudd, J. R., Roberts, S., Boddy, L. M., Fitton Davies, K., O’Callaghan, L., Utesch, T., & Foweather,
L. (2021). Effect of linear and nonlinear pedagogy physical education interventions on children’s
physical activity: A cluster randomized controlled trial (SAMPLE-PE). Children, 8(1), 49.
Davids, K., Otte, F., & Rothwell, M. (2021). Adopting an ecological perspective on skill performance
and learning in sport. European Journal of Human Movement, 46.
Davies, K. F., Rudd, J., Davids, K., & Lewis, C. (2023). Using principles of nonlinear pedagogy to
develop soccer skills. In Science and practice of youth soccer (pp. 247-265). Routledge.
Deuker, A., Braunstein, B., Chow, J. Y., Fichtl, M., Kim, H., Körner, S., et al. (2024). “Train as you
play”: Improving effectiveness of training in youth soccer players. International Journal of
Sports Science & Coaching, 19(2), 677-686.
Dorak, F., Yildiz, L., Canpolat, A. M., Yüzbasioglu, Y., & Vurgun, N. (2018). A comparison of the
tactical game approach and the direct teaching models in the teaching of handball: Cognitive-
psychomotor field and game performance. World Journal of Education, 8(3), 76-85.
Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem-solving
ability. The British Journal of Educational Psychology, 75(Pt 2), 157-169.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In The nature of intelligence.
Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert &
R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale, NJ:
Lawrence Erlbaum.
Forrest, G., Pearson, P., & Webb, P. (2006). Teaching games for understanding (TGfU), a model for
preservice teachers. In R. Brooker (Ed.), Fusion own under: 1st ICHPER SD Oceania Congress
(pp. 1-10). Upper Hutt, NZ: PENZ.
Frazier, L. D., Schwartz, B. L., & Metcalfe, J. (2021). The MAPS model of self-regulation: Integrating
metacognition, agency, and possible selves. Metacognition and Learning, 16, 297-318.
French, K. E., Werner, P. H., Taylor, K., Hussey, K., & Jones, J. (1996). The effects of a 6-week unit of
tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-grade
students. Journal of Teaching in Physical Education, 15, 439-463.
Ghorbani Marzoni, M., Bahram, A., Ghadiri, F., & Yaali, R. (2019). The comparison of effectiveness
linear and nonlinear pedagogy on manipulation motor skills performance of children. Motor
Behavior, 13(45), 91-112. (In Persian)
Gibson, J. (1979). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum.
Gray, S., & Sproule, J. (2011). Developing pupils’ performance in team invasion games. Physical
Education & Sport Pedagogy, 16(1), 15-32.
Griffin, L., & Patton, K. (2005). Two decades of teaching games for understanding: Looking at the past,
present and future. In L. Griffin & J. Butler (Eds.), Teaching games for understanding: Theory,
research and practice (pp. 1-18). Stunningly: Human Kinetics.
Griffin, L. L., & Butler, J. I. (2005). Teaching games for understanding. Theory, research and practice.
Illinois: Human Kinetics.
Griffin, L., Mitchell, S., & Oslin, J. (1997). Teaching sport concepts and skills: A tactical games approach.
Champaign, IL: Human Kinetics.
Harvey, S., Wegis, H. M., Beets, M., Bryan, R., Massa-Gonzalez, A.-N., & van der Mars, H. (2009).
Changes in student perceptions of their involvement in a multi-week TGfU unit of soccer. In T.Hopper, J. Butler, & B. Storey (Eds.), TGfU Simply Good Pedagogy: Understanding a Complex
Challenge. Ottawa, Ont: PHE-Canada.
Hepler, T. J., & Chase, M. A. (2008). Relationship between decision-making, task self-efficacy, and the
performance of a sport skill. Journal of Sports Sciences, 26, 603-610.
Iskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning. Hellenic
Journal of Psychology, 1(2), 147-178.
Jamon, K. G. G., & Lusung-Oyzon, M. V. P. (2019). Utilizing teaching games for understanding in
physical education: Effects on primary students’ metacognition. Alipato: A Journal of Basic
Education, 10, 1-20.
Jarrett, K., Eloi, S., & Harvey, S. (2014). Teaching games for understanding (TGFU) as a positive and versatile
approach to teaching adapted games. European Journal of Adapted Physical Activity, 7(1), 6-20.
Kirk, D., & MacPhail, A. (2000). Teaching games for understanding and situated learning: Re-thinking
the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177-192.
Kostaridou-Efklides, A. (2011). Metacognitive procedure and self-regulation [In Greek, Μεταγνωστικeç
διεργασíεç και αυτο-ρvθμιση]. Athens: Pedio.
Lai, E. R. (2011). Metacognition: A literature review, 1-41.
Lawton, J. (1989). Comparison of two teaching methods in games. Bulletin of Physical Education, 25, 35-38.
Lee, M. C., Chow, J. Y., Button, C., & Tan, C. W. (2017). Nonlinear pedagogy and its role in encouraging
twenty-first century competencies through physical education: A Singapore experience. Asia
Pacific Journal of Education, 37, 483-499.
Lidor, R., Arnon, M., & Bronstein, A. (1999). The effectiveness of a learning (cognitive) strategy on free-
throw performances in basketball. ARCAA, 14, 59-72.
Lidor, R., Ziv, G., Arnon, M., & Falk, B. (2013). Nonlinear pedagogy: An effective approach to cater for
individual differences in learning a sports skill. Journal of Sports Sciences, 31(4), 424-433.
MacIntyre, T., & Moran, A. (2010). Metacognition and motor control: How do we think about movement
in sport? In J. L. Starkes & K. A. Ericsson (Eds.), Expert performance in sports: Advances in
research on sport expertise (pp. 243-256). Champaign, IL: Human Kinetics.
MacPhail, A., Kirk, D., & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated
learning in a modified game unit. Journal of Teaching in Physical Education, 27(1), 100-115.
Memmet, D., & Harvey, S. (2010). Identification of non-specific tactical tasks in invasion game. Physical
Education and Sport Pedagogy, 15(3), 287-305.
Mirali, H., Dehghanizade, J., & Maleki, F. (2023). Comparing the effectiveness of linear and non-linear
training on metacognitive knowledge and learning soccer dribbling skills. Motor Behavior,
15(54), 97-118. (In Persian)
Mitchell, S. A., Griffin, L. L., & Oslin, J. L. (1995). An analysis of two instructional approaches to
teaching invasion games. Research Quarterly for Exercise and Sport, 66(Suppl.), A-65.
Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for elementary physical education: A
tactical games approach. Champaign, IL: Human Kinetics.
Neo, A., Moura, J., Araújo, J. M., Neo, G., & Júnior, O. D. (2024). The use of self-regulation of learning in
recommender systems: State-of-the-art and research opportunities. International Conference on Computer
Supported Education. 16th International Conference on Computer Supported Education, 525-532.
Orangi, B. M., Yaali, R., Bahram, A., van der Kamp, J., & Aghdasi, M. T. (2021). The effects of linear,
nonlinear, and differential motor learning methods on the emergence of creative action in
individual soccer players. Psychology of Sport and Exercise, 56, 102009

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research.
Frontiers in Psychology, 8, 422.
Papaioannou, A., Theodorakis, I., & Goudas, M. (2009). For a better physical education. Thessaloniki,
Greece: Christodoulidi.
Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: What does the literature suggest about
the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483-500.
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms: University of British
Columbia, Vancouver, Canada. 1st Edition, 15.
Peteranetz, M. S. (2016). Fostering metacognition in K-12 classrooms: Recommendations for practice.
The Nebraska Educator: A Student-Led Journal, 3, 64-86.
Popelka, J. (2012). Comparison of tactical and technical teaching approaches and their influence on the
level of volleyball performance of pupils aged 13 and 14. Sport SPA, 10(2), 9-13.
Popelka, J., & Pavlovic, R. (2015). A comparison of different teaching approaches and their impact on the
level of theoretical knowledge of volleyball among 13-14 year old pupils. Sport SPA, 12(1), 5-9.
Práxedes, A., Del Villar, Á., Moreno, A., Gil-Arias, A., & Davids, K. (2019). Effects of a nonlinear
pedagogy intervention programme on the emergent tactical behaviors of youth footballers.
Physical Education and Sport Pedagogy, 24(4), 332-343.
Práxedes, A., Del Villar, F., Pizarro, D., & Moreno, A. (2018). The impact of nonlinear pedagogy on
decision-making and execution in youth soccer players according to game actions. Journal of
Human Kinetics, 62, 185-198.
Price, A., Collins, D., Stoszkowski, J., & Pill, S. (2019). Coaching games: Comparisons and contrasts.
International Sport Coaching Journal, 6(1), 126-131.
Rink, J. (2010). TGFU: Celebrations and cautions. In J. Butler & L. L. Griffin (Eds.), more teaching
games for understanding: Move globally (pp. 33-47). Champaign, IL: Human Kinetics.
Rink, J. E., French, K. E., & Tjeerdsma, B. L. (1996). Foundations for the learning and instruction of
sport and games. Journal of Teaching in Physical Education, 15(4), 399-417.
Salimin, N., Noruzzaman, A. R., Shahril, M. I., Taff, M., et al. (2018). Students reasoning achievement
using games performance assessment in physical education. Advances in Social Science,
Education and Humanities Research, 278, 166-170.
Scharfen, H. E., & Memmert, D. (2021). Cognitive training in elite soccer players: Evidence of narrow,
but not broad transfer to visual and executive function. German Journal of Exercise and Sport
Research, 51(2), 135-145.
Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. The International Journal
on Mathematics Education, 42, 149-161.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
Schraw, G. (2002). Promoting general metacognitive awareness. In H. Hartman (Ed.), Metacognition in
learning and instruction (pp. 3-16). The Netherlands: Kluwer Academic.
Schunk, D. H., & Zimmerman, B. (2012). Self‐regulation and learning. Theoretical Formulations, 83-90.
Seifert, L., Papet, V., Strafford, B. W., Coughlan, E. K., & Davids, K. (2018). Skill transfer, expertise and
talent development: An ecological dynamics perspective. Movement & Sport Sciences, 39-49.
Serrano, J., Shahidian, S., Sampaio, J., & Leite, N. (2013). The importance of sports performance factors and
training contents from the perspective of futsal coaches. Journal of Human Kinetics, 38, 151-160

Stephanou, G., & Karamountzos, D. (2020). Enhancing students’ metacognitive knowledge,
metacognitive regulation and performance in physical education via TGFU. Psychological
Research and Behavior, 8(1), 1-10.
Stephanou, G., & Mpiontini, M. (2017). Metacognitive knowledge and metacognitive regulation in self-
regulatory learning style, and in its effects on performance expectation and subsequent
performance across diverse school subjects. Journal of Psychology, 8, 1941-1975.
Turner, A. P. (1996). Teaching for understanding: Muth or reality? Journal of Physical Education,
Recreation and Dance, 67(4), 46-48.
Turner, A. P. (2003). A comparative analysis of two approaches for teaching tennis: Game based
approach versus technique approach. Paper presented at the 2nd ITF Tennis Science and
Technology Congress, London, UK.
Turner, A. P., & Martinek, T. J. (1992). A comparative analysis of two models for teaching games:
Technique approach and game-centered (tactical focus) approach. International Journal of
Physical Education, 29, 15-31.
Vago, D. R., & Silbersweig, D. A. (2012). Self-awareness, self-regulation, and self-transcendence (S-
ART): A framework for understanding the neurobiological mechanisms of mindfulness.
Frontiers in Human Neuroscience, 6, 296.
Veenman, M. V. J. (2013). Training metacognitive skills in students with availability and production
deficiencies. In J. Bembenutty, T. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated
learning across diverse disciplines (pp. 299-324). Charlotte, NC: Information Age Publishing, Inc.
Verburgh, L., Scherder, E. J., van Lange, P. A., & Oosterlaan, J. (2014). Executive functioning in highly
talented soccer players. PLOS ONE, 9(3), e91254.
Webb, P. I., & Pearson, P. J. (2012). Creative unit and lesson planning through a thematic/integrated approach
to teaching games for understanding (TGfU). New Zealand Physical Educator, 45(3), 17-22.
Whitebread, D., & Pino-Pasternak, D. (2010). Metacognition, self-regulation and meta-knowing. In
International handbook of psychology in education (pp. 673-711).
Winne, P. H., & Nesbit, J. C. (2010). The psychology of academic achievement. Annual Review of
Psychology, 61, 653-678.
Wirth, K. R. (2007). Teaching for deeper understanding and lifelong learning. Elements, 3, 107-111.
Woods, C. T., McKeown, I., Rothwell, M., Araújo, D., Robertson, S., & Davids, K. (2020). Sport
practitioners as sport ecology designers: How ecological dynamics has progressively changed
perceptions of skill “acquisition” in the sporting habitat. Frontiers in Psychology, 11.
Xie, Y., Zeng, F., & Yang, Y. (2024). A meta-analysis of the relationship between metacognition and academic
achievement in mathematics: From preschool to university. Acta Psychologica, 249, 104486.
Ziv, G., & Lidor, R. (2010). Vertical jump in female and male basketball players: A review of observational
and experimental studies. Journal of Science and Medicine in Sport, 13(3), 332-339.