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Martini, Rose.

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Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD)./
Author:	Martini, Rose.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2002,
Description:	192 p.
Notes:	Source: Dissertations Abstracts International, Volume: 66-03, Section: A.
Contained By:	Dissertations Abstracts International66-03A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ85725
ISBN:	9780612857254

Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).
Martini, Rose.

Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD). - Ann Arbor : ProQuest Dissertations & Theses, 2002 - 192 p.

Source: Dissertations Abstracts International, Volume: 66-03, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2002.

This item must not be sold to any third party vendors.

Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities-high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)-during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.

ISBN: 9780612857254Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Children

Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).
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245 1 0 $a Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD).
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300 $a 192 p.
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500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be added to any third party search indexes.
520 $a Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities-high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)-during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.
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