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Citation

Murray A & Napper-Owen G (2020) Metacognition, the METAPE-3, a New Instructional Model for Physical Education. In: Peters MA (ed.) Encyclopedia of Teacher Education. Singapore: Springer. https://link.springer.com/referencework/10.1007/978-981-13-1179-6

Abstract
This entry theoretically positions metacognition pragmatically through social constructivist learning and conceptually through creativity theory. The approach calls upon tenets of agency and ownership of learning. While it recognizes the complexity of preparing for informed future based healthy active living, it promotes a way to bridge current practice of motor competence acquisition with thinking for future healthful activity lifestyle intention. Educators can choose to emphasize learning domain preference; psychomotor, cognitive, affective, and healthily active oriented, to support need and preference. Physical education embodies each and all. The metacognition model proffers a mindful way of developing movement skills through cognitive literacy. Current curricular and extending-curricular educative experiences are companionably complemented with such an explicit affordance. The model is simple and purposefully linear for the novice. This ensures equitable access into manageable critical thinking practice for all children of varying constraints. Thereafter, selected strategic ways thinkers personally find of value, can be explored, practiced, and integrated. The attainment of motor skill related competency necessitates purposeful practice. For children of healthy body mass, motor proficiency is higher than peers of higher body mass (Augustijn et al. 2018). Children, who are more metacognitive, are able to plan for future physical activity engagement beyond school and motivated to do so (Murray 2014; Murray et al. 2020). Potentially therefore, those with metacognitively accrued motor competency are better placed to contemplate and commit to a healthier active lifestyle. This instructional model aligns with SHAPE National PE standards 3 and 5 (SHAPE 2013). It provides an accessible pedagogy to promote and monitor developmentally appropriate health and fitness physical activity through and beyond the curriculum, as embraced by the Association of Physical Education (Harris, 2020). Importantly, the approach explicates and elevates the importance of what students do in the here and now as vital for a healthy future. This concurs with England’s National Curricular aims (DfE 2013).