Özet:

Sports activities contribute both to the physical, mental and psychological development of the individual and to the development of skills. The effectiveness of the desire to learn becomes more apparent with the continuity of development. The objective is to analyse relationship between metacognitive learning strategies and image levels of students. The study group includes 308 students in School of Physical Education and Sports and Faculty of Sport Sciences at Ardahan and Ege Universities. As data collection tool; Personal Information Form, “Metacognitive Learning Strategies Scale” and “Sport Imagery Questionnaire (SIQ)” are used. Unrelated groups t-test and variance analysis are performed to determine whether there is a significant difference between the imagination and metacognitive learning strategies of the students considering demographic variables. The relationship between the imagination and metacognitive learning strategies in the sport is identified by canonical correlation analysis. According to findings, cognitive variable is the highest variable to give value the imagination in sports similar to the first function in the values of canonical function. All variables related to imagination in sports have positive values. These variables share same direction as the organizational and supervisory variables. Regarding second canonical function, organization and control variables have the most effect on the metacognitive learning strategy. The common variance shared by imagery and metacognitive learning strategies is calculated as 28.5%. As a consequence, it is observed that the skills of the individual and being active in the learning process play an effective role in determining the relationship between metacognitive learning strategies and imagery.

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