VOLUME 1, 2018 Submitted to Education Journal, page 51-59 www.itspoa.com/journal/edu Inclusion Teaching Style and Metacognition in Physical Education Classes Ahanasia Chatzipanteli 1 * 1 University of Thessaly, Karies, Trikala, Greece Email Address atchatzip@yahoo.gr (athanasia Chatzipanteli) *Correspondence: atchatzip@yahoo.gr Received: 29 December 2017; Accepted: 20 January 2018; Published: 14 February 2018 Abstract: The aim of this study was to examine the impact of inclusion teaching style on increasing students’ metacognitive skills in physical education classes. Forty-three students aged 11-12 years participated. The students were divided into two groups: (i) the experimental group consisted of 22 students and (ii) the control group of 21 students. Teachers in the intervention classes used the inclusion teaching styles during the execution of physical education activities and within the control group the command style, was used. Metacognition was assessed pre and post-intervention through semi-structured questionnaires. The results of the statistical analysis showed that students of the experimental group using the inclusion teaching style, applied metacognitive strategies more often than students in the control group. Except that students found the inclusion teaching style more interesting and challenging because they liked to make decisions about the tasks they performed. Keywords: Inclusion Teaching Style, Metacognition, Physical Education 1. Introduction According to Ryan and Deci [1], the more autonomous one person feels, the more satisfaction he feels for what he is doing, and this leads him to higher levels of engagement. Students who are taught in an autonomy-supportive learning environment are more physically active [2]. But most of time students mainly rely on teachers' suggestions to increase their abilities [3]. They do not have an active role in their own learning process and they do not spend time of thinking about learning. Teaching games and sport is a dynamic process that needs complex teaching and learning theory [4]. In sports, aside from the execution of motor skills, there are intellectual components such as knowledge and decision-making. These components are crucial to successful performances in sports. Many years of previous research has established the critical role of metacognition. Flavell [5] refers that students with high level of metacognition have an awareness of thinking, that means an understanding of thinking tasks and the feeling of what is required to accomplish them and an awareness of thinking strategies and approaches to self-directed learning.