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The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review

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Abstract

Children with developmental coordination disorder (DCD) experience difficulty coping with everyday demands due to difficulties in performing motor tasks. 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 skills. However, despite the emergence of such cognitive models, individual differences in children’s use of self-regulatory and metacognitive skill during motor learning have received little research attention. The aim of this review article was to examine the roots of this emerging field of research, locate it within the larger body of metacognitive and self-regulation literature, and examine some of the preliminary work that has been conducted on the role of self-regulation and metacognition in motor learning and in the motor performance difficulties of children with DCD.

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Notes

  1. While there are several unresolved debates surrounding the interpretation and application of these diagnostic criteria, they are viewed as the most suitable criteria currently available for definition, diagnosis, and assessment purposes. The ongoing debate surrounding these criteria is concerned with issues such as the operationalization of motor difficulties using a cut-off point on norm-referenced tests of motor competence, the precise relationship between poor motor coordination and academic achievement, and the differential diagnosis of DCD and other developmental disorders (Sugden 2006).

  2. For example, in Kitsantas and Zimmerman’s (2002) study, experts were selected from a varsity volleyball team, while non-experts were recruited from the university’s recreational volleyball club.

  3. Examples of such verbalizations included planning statements such as “I need to throw the ball softer next time” following a trial in which a tossed ball failed to reach the target because it was not thrown far enough (Martini et al., 2004) and “This time my knees aren't going to be bent” following trials in which a hockey shot was repeatedly missed (Lloyd et al., 2006). This latter quote is illustrative of an inaccurate representation of performance because bent knees are part of a mature shooting pattern and, as such, were not hindering performance.

  4. While affective verbalizations in both groups included positive (“WAHOO! I got it in! I’m happy now!”) and negative (“No good. Oh well,” “I’m not good at hockey,” and “...I had a really bad shot this time”) statements, Lloyd et al. (2006) noted that those from children with DCD tended to express more excitement or surprise following performance success and to be more highly self-critical during periods of performance difficulty.

  5. Examples of negative motivational behaviour exhibited by participants included task avoidance, failing to persist in the face of challenge, failure to maintain attention to the task, and making statements indicative of negative feelings of self-confidence or low self-efficacy.

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Acknowledgements

The impetus for this review arose as part of the doctoral research of the first author, who would like to acknowledge the financial support of the Cambridge Commonwealth Trusts, the children, schools, and families who participated in the research, and the invaluable critique, review, and advice of a number of individuals at the Faculty of Education, University of Cambridge. Special acknowledgement is given to Prof. Helene Polatajko for her continued support and mentorship throughout this research endeavour.

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  1. Faculty of Education, University of Cambridge, Cambridge, UK

    Claire Sangster Jokić & David Whitebread

  2. Hrgovići 63, Zagreb, 10000, Croatia

    Claire Sangster Jokić

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  1. Claire Sangster Jokić
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  2. David Whitebread
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Correspondence to Claire Sangster Jokić.

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Sangster Jokić, C., Whitebread, D. The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review. Educ Psychol Rev 23, 75–98 (2011). https://doi.org/10.1007/s10648-010-9148-1

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  • DOI: https://doi.org/10.1007/s10648-010-9148-1

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