Learning sports skills in Physical Education, a view from the metacognitive

Abstract

The fundamental idea expressed in this article is that learning sports skills also requires a reflective attitude of planning and monitoring actions. Metacognitive resources should emerge as mechanisms for error detection and review of the strategy of sports skills, making compensations that are manifested in the analysis of execution and evaluative control. An important starting point is precisely the establishment of actions that promote metacognitive regulation in the learning of this type of skills and that have as their center the metacognitive resources associated with it. From the use of different methods and techniques, the diagnosis was achieved in adolescent apprentices of Physical Education of the sports skills associated with volleyball, as well as the metacognitive resources put in function of them and a proposal of concrete actions was elaborated for their development from a metacognitive perspective.