Abstracts - Earli

contribute to these movement difficulties. More recently, in clinical practice a cognitive learningparadigm has been applied to studying the nature of the problems experienced by children withmovement difficulties, which assumes that these children have fewer cognitive and metacognitiveskills with which to learn motor tasks and solve motor performance problems. In other words, theyare said to be poorly self-regulated during motor learning. Despite this development, the selfregulationof motor skill acquisition has received little attention in the research literature. Thepresent research aims to more fully explore self-regulation in the context of motor performanceand the role of a cognitively based intervention approach in facilitating the development of selfregulatoryskill for motor skill acquisition. Twenty children, aged between 7 and 9 years,participated in the project. The sample was divided into two groups, those presenting with motordifficulties and those demonstrating age-appropriate motor skill development. Each childparticipated in 10 sessions that incorporated a previously developed cognitively orientedintervention program for motor learning. The proposed conference presentation will focus on therole of this intervention protocol in facilitating more effective self-regulatory behaviour in childrenby presenting data which demonstrate that 1) before intervention, the quality of self-regulation inchildren with movement difficulties is different than that of typically-developing children and 2)the intervention program influenced self-regulatory skill during motor performance for childrenwith movement difficulties. The presentation will pay particular attention to the framework usedfor observing and analysing self-regulatory behaviour within the context of a cognitiveintervention program.Analyzing the teaching of meta-strategic knowledge: the value of using an integrated researchmethodologyAdi Ben David, Hebrew University, Jerusalem, IsraelAnat Zohar, Hebrew University, Jerusalem, IsraelThe goal of this presentation is to document the value of using an integrated research methodologyin the study of a meta-strategic intervention. The presentation focuses on three levels of analysisfor the same set of data: (a) A microgenetic level resulting in quantitative data and in a statisticalanalysis; (b) A level of portraying individual thinking patterns across time that allows theidentification of six recurring learning patterns; (c) A level of case analysis. Each level of analysisaddresses different research questions, thereby documenting the benefit of using multiple levels ofanalysis in metacognitive research.– 493 –