Education Journal, Vol. 1, Issue 1, Mar  2018, Pages 51-59; DOI: 10.31058/ 10.31058/

Inclusion Teaching Style and Metacognition in Physical Education Classes

Education Journal, Vol. 1, Issue 1, Mar  2018, Pages 51-59.

DOI: 10.31058/

Ahanasia Chatzipanteli 1*

1 University of Thessaly, Karies, Trikala, Greece

Received: 29 December 2017; Accepted: 20 January 2018; Published: 14 February 2018

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The aim of this study was to examine the impact of inclusion teaching style on increasing students’ metacognitive skills in physical education classes. Forty-three students aged 11-12 years participated. The students were divided into two groups: (i) the experimental group consisted of 22 students and (ii) the control group of 21 students. Teachers in the intervention classes used the inclusion teaching styles during the execution of physical education activities and within the control group the command style, was used. Metacognition was assessed pre and post-intervention through semi-structured questionnaires. The results of the statistical analysis showed that students of the experimental group using the inclusion teaching style, applied metacognitive strategies more often than students in the control group. Except that students found the inclusion teaching style more interesting and challenging because they liked to make decisions about the tasks they performed.


Inclusion Teaching Style, Metacognition, Physical Education


© 2017 by the authors. Licensee International Technology and Science Press Limited. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


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