The effectiveness of traditional and modern pedagogy on metacognitive regulation and learning soccer pass skill

Document Type : Original Article/Open Access/ Released under (CC BY-NC 4.0) license

Authors

1 Department of Motor Behavior and Sport Management/ Faculty of sport sciences/ Urmia University, Urmia, Iran

2 Faculty of Sports Sciences, Urmia University, Urmia, Iran.

Abstract

Teaching methods that make students active learners are effective for developing metacognition and motor performance. Therefore, the aim of this research was to compare the effectiveness of traditional and modern pedagogy on metacognitive regulation and learning soccer pass skill of children. This semi-experimental research was conducted with two experimental groups and three measurement times. Among the 9 to 11 year old male students of Andimshek city, 72 children were selected as a sample and randomly divided into two groups of 36 people: linear pedagogy (traditional) (10.34 ± 0.81) and non-linear pedagogy (modern) (10.08 ± 0.73) were divided. To measure the variables, More-Christian pass test and metacognitive behavior questionnaire were used. The duration of the intervention for the research groups was 14 sessions. The data were analyzed by the combined analysis of variance test. The results showed that both linear and non-linear pedagogy groups improved soccer pass skill, information management, planning, self-regulatory, problem solving strategies, evaluation, imagery and Metacognitive regulation in children (P≤0.05). Also, the results showed that the effectiveness of the non-linear approach was higher than the linear approach in soccer pass skill, planning, self-regulatory, problem solving strategies, evaluation and metacognitive regulation (P≤0.05). However, no significant difference was observed in information management and visualization between the two educational approaches (P≤0.05). However, no significant difference was observed in information management and imagery between the two educational approaches (P≥0.05). Therefore, teachers and coaches can use these findings to develop educational programs that manipulate constraints to create diverse learning environments that help children better adapt to real play situations.

Keywords

Main Subjects

Mind, Movement, and Behavior
Volume 3, Issue 2
August 2025

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History

  • Receive Date: 05 October 2024
  • Revise Date: 09 March 2025
  • Accept Date: 24 February 2025

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