Naslov
The role of self-regulation in motor learning: Using dynamic assessment to explore ability related differences and self-regulatory change amongst children with and without motor learning difficulties

Autori
Sangster Jokić, Claire

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Skup
Biennial meeting of the EARLI Special Interest Group 'Metacognition'

Mjesto i datum
Münster, Njemačka, 26.05.2010. - 29.05.2010

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
self-regulated learning ; developmental coordination disorder ; dynamic assessment

Sažetak
Children with developmental coordination disorder (DCD) struggle to perform everyday motor tasks and, as a result, experience difficulty coping with demands at home and school. Recently, a cognitive learning paradigm has been applied to studying the nature of the problems experienced by children with DCD, which assumes that these children have fewer cognitive and metacognitive skills with which to acquire motor proficiency and solve motor performance problems. In other words, it assumes that children with DCD poorly self-regulate their own motor performance. This has been illustrated in recent research demonstrating that the self-regulatory performance of children with DCD is more often ineffective to the task or practice situation than that of their typically-developing peers. In order to better understand these differences, and to explore the manner in which self-regulatory performance amongst children with DCD evolves through mediated task practice, the present study employed a dynamic assessment approach for examining self-regulatory performance amongst children with and without DCD. Twenty children with and without DCD, aged between 7 and 9 years, participated in a 10-session intervention program in which the aim was to improve performance on a self-selected motor task. This cognitively-oriented program, which aims to assist children to learn and apply a four-step problem-solving strategy to difficulties in motor performance, became the context in which the self-regulatory performance of children was observed. Using quantitative observational data and qualitative case studies, the proposed presentation will present results demonstrating: 1) that children with DCD were more likely to exhibit ineffective self-regulatory skill than their typically-developing peers ; 2) that children with DCD were more likely to rely on mediator support to exhibit effectivy self-regulatory skill ; 3) the manner in which increasingly independent and effective self-regulatory skill emerged amongst children with DCD through mediated practice during a cognitively-oriented intervention program. It will additionally discuss the methodological implications of applying a dynamic approach to the observation of these phenomena as it unfolds over time and in the context of a socially-mediated interaction.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA