Metacognitive Strategies Improve Self-regulation Skills in Expert Sports Coaches

Overview

Journal Sci Rep

Date 2025 Jan 27

PMID 39870724

Authors

Stanislav Sabaliauskas

Donatas Grazulis

Nele Zilinskiene

Tomas Kaukenas

Affiliations

Soon will be listed here.

Abstract

Self-regulation is linked to the ability to learn successfully, adapt to change, and project one's future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in the research, and a mixed-methodology research plan was used to conduct the research. The results highlight the transformative effects of metacognitive strategies on self-regulation skills and sports coaches' experiences. The use of metacognitive strategies had a positive effect on the improvement of self-regulation skills. The facilitation program based on metacognitive questioning significantly affected the expert sports coaches' self-reported self-regulation skills. The results of the thematic analysis revealed that coaches' behavior was characterized by greater freedom in organizing their professional activities. Development of self-regulatory skills through changing educational practices encourages coaches' curiosity and openness to innovation, recognition of otherness, broadening of horizons, understanding of complexity, and disclosure of connections.

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