Table 2.

Proposed research topics, methods, and objectives of future studies to study expertise and metacognition in sport settings.

Research topic	Methods	Objectives
Measurement	Psychometric and experimental approach	To engage in conceptual analysis of the construct of metacognition (and related constructs). To investigate, using dual-task methods, the distinct cognitive processes underlying metacognition (e.g., interference with aspects of working memory). To create psychometrically valid measures of metacognition and action processes (e.g., meta-imagery).
Motor cognition	Action simulation and converging methods	To generate specific hypotheses to empirically test if metacognition is a domain-general skill across different motor simulation processes. To use paradigms from motor cognition (e.g., mental travel studies) to evaluate metacognitive monitoring ability.
Anxiety	Experimental and field study approach	To investigate stereotype threat and the interaction with metacognitive processes in both well-learned and novel skills. To examine how current affect and anticipated affective responses to performance influence action in sports via meta-cognitive thoughts. To examine how metacognitive training can influence skilled performance and athletes’ susceptibility to overcompensation of attention.
Neuroscience	Neural imaging	To investigate the neural substrates of the existing models of cognitive control that relate to metacognition processes. To specify the neural architecture underlying metacognitive abilities. To elucidate whether metacognition is linked to a global mechanism or if distributed neural substrates underlie different components of metacognition.
Developmental	Mixed-methods	To assess the role of cognitive development in the acquisition of meta-cognitive skills. To explore the potential of interventions to enhance metacognitive abilities among those who experience deficits in, for example, their judgments of learning. To understand the interaction between metacognitive abilities and motor skill acquisition across the lifespan (e.g., how the elderly can cope using metacognitive skills to supplement diminishing working memory).