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DC Field | Value | Language |
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dc.contributor.author | Kok, M | - |
dc.contributor.author | Kal, E | - |
dc.contributor.author | van Doodewaard, C | - |
dc.contributor.author | Savelsbergh, G | - |
dc.contributor.author | van der Kamp, J | - |
dc.date.accessioned | 2021-05-26T16:22:45Z | - |
dc.date.available | 2021-05-26T16:22:45Z | - |
dc.date.issued | 2021-06-28 | - |
dc.identifier | 102019 | - |
dc.identifier.citation | Kok, M. et al. (2021) 'Tailoring Explicit and Implicit Instruction Methods to the Verbal Working Memory Capacity of Students with Special Needs Can Benefit Motor Learning Outcomes in Physical Education', Learning and Individual Differences: journal of psychology and education, 89, 102019, pp. 1 - 16. doi: 10.1016/j.lindif.2021.102019. | en_US |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/22771 | - |
dc.description.abstract | Copyright © 2021 The Authors. This study examined the effects of explicit versus implicit instructions and feedback methods on motor learning and perceived competence of 9-to 13-year old students with special educational needs practicing a balancing task during physical education. The aim was to test if and how the effects of type of instruction and feedback methods were influenced by students' verbal and visuospatial working memory capacities. The students significantly increased their balancing performance and perceived competence from pre- to posttest, with no differences between groups. The relation between type of instruction and feedback methods and learning outcomes was significantly influenced by verbal working memory capacity, not by visuospatial working memory capacity. Physical education teachers may need to align their instructions with verbal working memory capacity, by providing implicit instructions and feedback methods in students with low verbal working memory capacity and explicit instruction and feedback methods in students with high verbal working memory capacity. | - |
dc.description.sponsorship | Netherlands Initiative for Education Research (NRO, 40.5.18500.021).. | en_US |
dc.format.extent | 1 - 16 | - |
dc.format.medium | Print-Electronic | - |
dc.language.iso | en_US | en_US |
dc.publisher | Elsevier BV | en_US |
dc.rights | Copyright © 2021 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | explicit instruction | en_US |
dc.subject | motor learning | en_US |
dc.subject | working memory | en_US |
dc.subject | physical education | en_US |
dc.subject | special educational needs | en_US |
dc.title | Tailoring Explicit and Implicit Instruction Methods to the Verbal Working Memory Capacity of Students with Special Needs Can Benefit Motor Learning Outcomes in Physical Education | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1016/j.lindif.2021.102019 | - |
dc.relation.isPartOf | Learning and Individual Differences: journal of psychology and education | - |
pubs.publication-status | Published | - |
pubs.volume | 89 | - |
dc.identifier.eissn | 1873-3425 | - |
dc.rights.holder | The Authors | - |
Appears in Collections: | Dept of Health Sciences Research Papers |
Files in This Item:
File | Description | Size | Format | |
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FullText.pdf | Copyright © 2021 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (https://creativecommons.org/licenses/by/4.0/). | 1.5 MB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License