Pregled bibliografske jedinice broj: 889709
The role of self-regulatory and metacognitiv skill in motor learning: Exploring responses to intervention amongst children with and without motor learning difficulties.
The role of self-regulatory and metacognitiv skill in motor learning: Exploring responses to intervention amongst children with and without motor learning difficulties. // Biennial Conference of the European Association for Research and Instruction (EARLI)
Amsterdam, Nizozemska, 2009. (predavanje, međunarodna recenzija, sažetak, znanstveni)
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Naslov
The role of self-regulatory and metacognitiv skill in motor learning: Exploring responses to intervention amongst children with and without motor learning difficulties.
Autori
Sangster, Claire
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Skup
Biennial Conference of the European Association for Research and Instruction (EARLI)
Mjesto i datum
Amsterdam, Nizozemska, 05.2009
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
self-regulated learning ; developmental coordination disorder ; mixed methods
Sažetak
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.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija
POVEZANOST RADA
Ustanove:
Zdravstveno veleučilište, Zagreb
