As future healthcare practitioners, kinesiology students must become expert learners who choose
strategies resulting in deep and durable learning. Metacognitive instruction goes beyond the use of study skills as it focuses on student reflection and evaluation of their learning success, and ultimately
establishes effective learning skills, a requirement for professional practice. To examine if an intervention
in a kinesiology course affected metacognitive awareness and use of metacognitive strategies, a quasiexperimental research design utilized a convenience sample of 89 upper division undergraduate
occupational therapy students and master’s level athletic training students enrolled in kinesiology
courses.