Educational Psychology Review

, Volume 23, Issue 1, pp 75–98 | Cite as

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

  • Claire Sangster Jokić
  • David Whitebread
Review Article


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.


Developmental coordination disorder Self-regulation Metacognition 



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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© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of CambridgeCambridgeUK
  2. 2.ZagrebCroatia

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