The research purpose was to examine the domain specific self-regulatory skills of boys with Developmental Coordination Disorder (DCD, n = 10) compared to peers without DCD (n = 10). A sport specific problem-solving task (hockey shot) and an educational problem-solving task (peg solitaire) were compared. Guided by Zimmerman’s (2000) social cognitive model of self-regulation, participants were taught to think aloud. Codes were developed under five categories: goals, knowledge, emotion, monitoring, and evaluation. The quantity of verbalization was similar in both groups but differences were found in verbalization quality. Results indicate that boys with DCD have emotional and planning differences on the hockey task, but only planning differences were evident on the peg solitaire task.
Meghann Lloyd is with the Division of Kinesiology at the University of Michigan, Ann Arbor. E-mail: email@example.com. Greg Reid is with the Department of Kinesiology and Physical Education at McGill University, Montreal, QC, Canada. E-mail: firstname.lastname@example.org. Marcel Bouffard is with the Faculty of Physical Education and Recreation at the University of Alberta, Edmonton, AB, Canada. E-mail: email@example.com.