The present study has focused on the effects of learning strategies in improving students' metacognitive beliefs and its components in physical education. This study is semi-experimental. The statistical population of this study was 1656 and the sample was 62 female students of the first secondary school in Al-Shatar city (Lorestan province), with an average age of 14.24 ± 0.76. They were selected from the available and divided into two experimental groups (32 students) and a control group (30 students) and then the pre-test-post-test plan was implemented. Subjects completed the modified metacognition questionnaire in the pre-test phase. Then the experimental group after performing 8 practice sessions of 90 minutes each using self- regulation learning strategies. Then both groups filled out the same questionnaire in the post-test phase. The data were analysed using analysis of covariance test. The findings of the present study showed that the learning strategies influences improving students' metacognitive beliefs and its components in physical education lessons. In fact, in the experimental group, the use of self- regulation learning strategies can metacognitive beliefs and their components had significantly increased compared to the control group. Therefore, the development of metacognitive beliefs in teaching by teachers is very important because of its connection with improving the quality of teaching.