metacognitive knowledge

In recent studies of physical education teaching and learning, cognitive and metacognitive functions have been studied in addition to physical factors. However, the complexity of teaching methods and individual differences has created significant challenges for experts in teaching motor and cognitive skills. The purpose of the research was to compare the effectiveness of linear and non-linear training on metacognitive knowledge and learning soccer dribbling skills of children. The current research was semi-experimental with two experimental groups and three measurement times. The statistical population was 9-11-year-old male students of Andimshek city, and 72 children were selected as a sample using the available purposeful sampling method, and they were randomly divided into two groups of 36 people, linear pedagogy with an average age of 10.34±0.81 and non-linear pedagogy with an average age of 10.08±0.73. Yeagley dribble skills test and Metacognitive Behavior Questionnaire of Papaiano et al (2012) were used to measure the measurements. Data were analyzed by Anova with repeated measure and Independent t test. The intra-group results showed that both linear and non-linear training groups improved soccer skills, declrative knowledge, procedural, conditionals and metacognitive knowledge in general (P≤0.05). The intergroup results showed that the effectiveness of non-linear training was higher than linear training (P≤0.05). Interventions based on non-linear pedagogy compared to linear pedagogy cause more improvement and effectiveness in children's metacognitive knowledge and soccer dribbling skills. Therefore, teachers and trainers are suggested to improve children's motor and metacognitive skills use pedagogy based on non-linear principles instead of using traditional usage pedagogy.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.