Metacognitive strategies improve self-regulation skills in expert sports coaches
Abstract Self-regulation is linked to the ability to learn successfully, adapt to change, and project one’s future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in...
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2025-01-01
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| Series: | Scientific Reports |
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| Online Access: | https://doi.org/10.1038/s41598-025-86606-7 |
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| author | Stanislav Sabaliauskas Donatas Gražulis Nelė Žilinskienė Tomas Kaukėnas |
| author_facet | Stanislav Sabaliauskas Donatas Gražulis Nelė Žilinskienė Tomas Kaukėnas |
| author_sort | Stanislav Sabaliauskas |
| collection | DOAJ |
| description | Abstract Self-regulation is linked to the ability to learn successfully, adapt to change, and project one’s future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in the research, and a mixed-methodology research plan was used to conduct the research. The results highlight the transformative effects of metacognitive strategies on self-regulation skills and sports coaches’ experiences. The use of metacognitive strategies had a positive effect on the improvement of self-regulation skills. The facilitation program based on metacognitive questioning significantly affected the expert sports coaches’ self-reported self-regulation skills. The results of the thematic analysis revealed that coaches’ behavior was characterized by greater freedom in organizing their professional activities. Development of self-regulatory skills through changing educational practices encourages coaches’ curiosity and openness to innovation, recognition of otherness, broadening of horizons, understanding of complexity, and disclosure of connections. |
| format | Article |
| id | doaj-art-edaf9548681f462b880e7f67a86bc1bb |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-edaf9548681f462b880e7f67a86bc1bb2025-02-02T12:21:04ZengNature PortfolioScientific Reports2045-23222025-01-0115111510.1038/s41598-025-86606-7Metacognitive strategies improve self-regulation skills in expert sports coachesStanislav Sabaliauskas0Donatas Gražulis1Nelė Žilinskienė2Tomas Kaukėnas3Faculty of Medicine, Vilnius UniversityFaculty of Medicine, Vilnius UniversityFaculty of Medicine, Vilnius UniversityFaculty of Medicine, Vilnius UniversityAbstract Self-regulation is linked to the ability to learn successfully, adapt to change, and project one’s future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in the research, and a mixed-methodology research plan was used to conduct the research. The results highlight the transformative effects of metacognitive strategies on self-regulation skills and sports coaches’ experiences. The use of metacognitive strategies had a positive effect on the improvement of self-regulation skills. The facilitation program based on metacognitive questioning significantly affected the expert sports coaches’ self-reported self-regulation skills. The results of the thematic analysis revealed that coaches’ behavior was characterized by greater freedom in organizing their professional activities. Development of self-regulatory skills through changing educational practices encourages coaches’ curiosity and openness to innovation, recognition of otherness, broadening of horizons, understanding of complexity, and disclosure of connections.https://doi.org/10.1038/s41598-025-86606-7FacilitationTheory USelf-regulationMetacognitive strategiesCoachingSports |
| spellingShingle | Stanislav Sabaliauskas Donatas Gražulis Nelė Žilinskienė Tomas Kaukėnas Metacognitive strategies improve self-regulation skills in expert sports coaches Scientific Reports Facilitation Theory U Self-regulation Metacognitive strategies Coaching Sports |
| title | Metacognitive strategies improve self-regulation skills in expert sports coaches |
| title_full | Metacognitive strategies improve self-regulation skills in expert sports coaches |
| title_fullStr | Metacognitive strategies improve self-regulation skills in expert sports coaches |
| title_full_unstemmed | Metacognitive strategies improve self-regulation skills in expert sports coaches |
| title_short | Metacognitive strategies improve self-regulation skills in expert sports coaches |
| title_sort | metacognitive strategies improve self regulation skills in expert sports coaches |
| topic | Facilitation Theory U Self-regulation Metacognitive strategies Coaching Sports |
| url | https://doi.org/10.1038/s41598-025-86606-7 |
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