A Study of the Role of Metacognitive Strategies in Enhancing the Teaching Effectiveness of Physical Education Teachers in India

Abstract

The study investigated how metacognitive strategies influence the teaching effectiveness of 200 Physical Education (PE) teachers in Haryana, India, using a questionnaire. The research explored teachers’ reflection, planning, instructional adaptation, and self-assessment, offering insights into successful PE instruction. Findings showed that most PE teachers demonstrate strong metacognitive behaviors, particularly in reviewing past lessons to inform current planning, which is vital for professional growth. However, nearly one-third do not regularly engage in such reflection, highlighting a need for professional development. While 60% tailor instruction to student needs, a significant minority does not consistently apply this, potentially limiting effectiveness. Only half engage in mental rehearsal of lessons, a missed opportunity for optimizing outcomes. Though 60% actively monitor students during instruction, 20% do not, which could hinder timely interventions. Encouragingly, 70% adapt instruction and perform post-lesson reflection, demonstrating flexibility and commitment to improvement. A large 80% show self-awareness and seek feedback. In conclusion, while many PE teachers use metacognitive strategies effectively, targeted support is needed to ensure consistent application across all educators, ultimately enhancing teaching quality and student outcomes in PE.