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

Abstract

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.