This research delved into the metacognitive skills employed by students during physical education classes, as well as the potential impacts on their metacognitive abilities and subsequent outcomes. Furthermore, it explored the possibility of cultivating students' metacognitive skills through physical education classes.

The pilot study encompassed four stages, comprising a review of literature on physical education pedagogy, formulation of metacognitive assessment methodologies, and a preliminary investigation. The main instrument for collecting data in the fourth stage was a custom-designed questionnaire, supplemented by semi-structured interviews that delved into various aspects of the school environment, educators, classes, and sessions relevant to the research.

Upon analyzing the data collected during the initial study, conducted prior to any interventions, it became apparent that students aged thirteen to fifteen faced difficulties in cultivating effective metacognitive skills. Furthermore, it was evident that they lacked essential prerequisites for successful learning, such as understanding the objectives of assigned tasks.