後設認知於體育教學研究之系統性文獻回顧

A systematic review of metacognition research in physical education instruction

緒論：後設認知策略融合反思與調節，成為體育教學的重要方法之一。本文旨在探討後設認知於體育教學中的發展與應用。方法：本研究遵循Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)準則，於ERIC (ProQuest)、Education Research Complete、Taylor & Francis、Academic Search Premier及Scopus資料庫篩選2010至2024年發表於體育教學後設認知主題之實證研究，以Mixed Methods Appraisal Tool (MMAT)品質評估，共18篇符合的文獻。結果：本研究歸納出六個核心面向：一、教學策略，以問題導向與情境式設計為主；二、課程單元，以開放性運動為基礎的課程最具成效；三、研究對象，強調早期介入對後設認知發展的重要性；四、研究方法與工具，以量化研究為主，且體育後設認知過程問卷(MPIPEQ)為最常應用之測量工具；五、理論運用，以Flavell (1979)後設認知理論應用最廣；六、學習成效，以促進動作技能與認知為兩大主成效。結論：後設認知是理解學生體育學習與支持教學設計的重要變項之一，未來仍具研究與實務應用價值。

Introduction: Metacognitive strategies, which integrate reflection and regulation, have become a crucial approach in physical education instruction. This study aims to examine the development and application of metacognition in physical education pedagogy. Methods: This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and conducted a systematic search across ERIC (ProQuest), Education Research Complete, Taylor & Francis, Academic Search Premier, and Scopus databases for empirical studies on metacognition in physical education published between 2010 and 2024. After quality assessment using the Mixed Methods Appraisal Tool (MMAT), 18 studies were included in the final analysis. Results: Six key dimensions were identified: (1) Teaching strategies—emphasizing problem-based and context-driven instructional designs. (2) Curriculum design—favoring open-skill movement-based courses. (3) Research participants—highlighting the importance of early intervention in metacognitive development. (4) Research methods and tools—primarily adopting quantitative research approaches, with the Metacognitive Processes in Physical Education Questionnaire (MPIPEQ) being the most frequently utilized measurement tool. (5) Theoretical frameworks—Flavell's (1979) metacognitive theory was the most widely applied. (6) Learning outcomes—metacognitive strategies were found to enhance both motor skills and cognitive abilities. Conclusion: Metacognition is one of the key variables for understanding students' physical education learning and supporting instructional design, and it remains valuable for future research and practical application.