Tactical-game and technical approach: the importance of sport type and method in developing metacognitive control and awareness in school going children

Abstract The aim of the study was to investigate the effect of football and volleyball lesson applications based on the tactical game approach in physical education classes on the development of metacognitive control and awareness compared to traditional technical education. Additionally, it aimed to determine if there were differences among football, volleyball (tactical-game), and technical training studies. A total of 168 children (83 boys; 85 girls) aged between 11 and 12 were included in the study. The children were divided into 3 groups: 1: Technical Training group (11.75 ± 0.85 age ); 2: Volleyball Tactical Training group (11.90 ± 0.71 age ); and 3: Football Tactical Training group (11.81 ± 0.61 age ). Tactical game approach was implemented in the intervention classes (Groups 2–3), while the control group adopted a technique-focused approach (40 min /3 days /8 weeks ). Verbal thinking protocols were used to evaluate metacognitive control developments, and Metacognitive Awareness Scale was preferred to assess metacognitive awareness. Descriptive statistics in qualitative data indicate significant gains in metacognitive control development among the experimental group (Group 2–3; particularly Group 3). Analysis of metacognitive awareness data reveals that while no significant difference was found between pre-test and post-test scores in the Technical Training group, there were significant differences between pre-test and post-test scores in the football and volleyball groups. The results indicate that teaching football and volleyball through the tactical game approach in physical education classes can enhance the metacognitive control and metacognitive awareness development of 11-12-year-old school children. The most significant development in application types (technical, football, volleyball) was observed in the football group.