<![CDATA[This study aimed to explore the professional and pedagogical competencies of Physical Education, Sports, and Health (PJOK) teachers, the contextual factors influencing their implementation, and instructional practices that may provide opportunities for scaffolding students’ metacognitive regulation. The study employed a descriptive-exploratory qualitative case study involving three elementary schools in Beji District, Pasuruan Regency, with three purposively selected PJOK teachers. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed through coding, category and theme development, within-case and cross-case analysis, and triangulation. The findings revealed relatively consistent competency patterns in content knowledge, task progression, differentiation, assessment, feedback, and activity adjustment, with variations in implementation influenced by facilities, workload, principal support, and access to professional communities. Diagnostic assessment, task differentiation, tactical problems, movement correction, feedback, and opportunities to revise strategies provided instructional opportunities for planning, monitoring, control, and evaluation. Students’ metacognition was not directly measured; therefore, the findings do not demonstrate an improvement in metacognitive ability but indicate the potential of teachers’ pedagogical practices to support metacognitive regulation across diverse school contexts.]]>
