caa a22 4500 445329513 CHVBK 20180317142732.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10648-010-9148-1 doi (NATIONALLICENCE)springer-10.1007/s10648-010-9148-1 The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review [Elektronische Daten] [Claire Sangster Jokić, David Whitebread] 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. Springer Science+Business Media, LLC, 2010 Developmental coordination disorder nationallicence Self-regulation nationallicence Metacognition nationallicence Sangster Jokić Claire Faculty of Education, University of Cambridge, Cambridge, UK aut Whitebread David Faculty of Education, University of Cambridge, Cambridge, UK aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 75-98 1040-726X 23:1<75 2011 23 10648 https://doi.org/10.1007/s10648-010-9148-1 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-010-9148-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Sangster Jokić Claire Faculty of Education, University of Cambridge, Cambridge, UK aut NATIONALLICENCE 700 1- Whitebread David Faculty of Education, University of Cambridge, Cambridge, UK aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 75-98 1040-726X 23:1<75 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer