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Metacognitive processes and attentional focus in recreational endurance runners

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posted on 2018-10-02, 14:40 authored by Noel E. Brick, Mark J. Campbell, Rachel B. Sheehan, Ben L. Fitzpatrick, Tadhg E. MacIntyre
This study examined the metacognitive processes and attentional focus of recreational endurance runners. The emphasis was on understanding the metacognitive processes important to acquire, develop, and refine cognitive strategies in novice endurance exercise participants. The potential impact of metacognitive processes and cognitive strategies on longer-term endurance activity adherence was also of interest. To meet these aims, ten recreational runners were interviewed to retrospectively explore metacognitive processes and attentional focus during running. Data were analysed using deductive and inductive content analyses. The data revealed that runners engaged in a relatively limited array of metacognitive skills and may not possess a detailed knowledge of task-specific attentional strategies to regulate cognition. Few runners engaged in metacognitive planning or reviewing by themselves, for example. Cognitive strategies were developed with experience, however, and often as a consequence of unpleasant, effort-related sensory experiences. Other, more experienced runners were also influential sources for cognitive strategy acquisition. These findings are novel within an endurance activity context. Based on our interpretation of the findings, we propose that interventions to enhance metacognitive abilities and assist novice endurance participants to acquire, develop, and refine task-appropriate cognitive strategies, may be important to longer-term endurance activity adherence.

History

Publication

International Journal of Sport and Exercise Psychology; 18 (3), pp. 362-379

Publisher

Taylor and Francis

Note

peer-reviewed

Rights

This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in International Journal of Technology and Design Education 2018 copyright Taylor & Francis,, available online at:https://doi.org/10.1080/1612197X.2018.1519841

Language

English

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