Metacognitive learning experiences in Wushu among physical education university students in China

Despite its three-thousand-year legacy, Chinese Wushu remain absent from the Olympic Games. This exclusion is largely attributable to two key factors: limited global recognition and participation in the sport, coupled with the substantial challenges inherent in mastering Wushu techniques. Hence, more research is needed to explore the Wushu learning experiences. This study integrates metacognitive theory and self-regulated learning theory to propose the concept of metacognitive learning and incorporate it into Wushu learning. Utilising a case study approach within qualitative research, it explores the metacognitive learning experiences among physical education university students in China. The sample selection was based on purposive sampling and voluntary participation, involving physical education students enrolled in Wushu courses at Yuncheng University in Shanxi, China. Data were collected through focus groups, in-depth semi-structured individual interviews, direct that Wushu possesses enough learning elements to be considered an Olympic sport. Furthermore, highlighting the learning aspect of Wushu could make it more practical and recognisable by other countries outside China. By making the learning content available in different languages, Wushu could become more accessible. With these advancements, the dream of including Wushu in the Olympics could be realised sooner. Future studies could use different research designs to deeply explore and examine the metacognitive learning dimension between different Wushu disciplines, and delve into comparative studies on metacognitive learning across populations at various educational stages, genders, and other sports disciplines.

Text FPP 2025 2 Declaration form.pdf Restricted to Repository staff only Download (924kB) Text FPP 2025 2 fulltext.pdf Download (3MB) Official URL or Download Paper: https://ethesis.upm.edu.my/id/eprint/18934

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