The role of self-regulatory and metacognitiv skill in motor learning: Exploring responses to intervention amongst children with and without motor learning difficulties. (CROSBI ID 651140)
Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija
Podaci o odgovornosti
Sangster, Claire
engleski
The role of self-regulatory and metacognitiv skill in motor learning: Exploring responses to intervention amongst children with and without motor learning difficulties.
This paper presents the use of a mixed-methods approach to explore the differences in self-regulatory behaviour among children with and without developmental coordination. Observation of children during motor skill acquisition situations revealed that chidlren with motor difficulties exhibited less frequent and less effective self-regulatory skill than their typically-developing peers. More promisingly, it was also observed that children with motor difficulties positively responded to a cognitively-oriented intervention program, after which they demonstrated improved self-regulatory skill.
self-regulated learning ; developmental coordination disorder ; mixed methods
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Podaci o prilogu
2009.
objavljeno
Podaci o matičnoj publikaciji
Podaci o skupu
Biennial Conference of the European Association for Research and Instruction (EARLI)
predavanje
01.01.2009-01.01.2009
Amsterdam, Nizozemska