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.

本研究调查了显性与隐性指令和反馈方法对 9 至 13 岁有特殊教育需要的学生在体育课中练习平衡任务的运动学习和感知能力的影响。目的是测试教学类型和反馈方法的效果是否以及如何受到学生的语言和视觉空间工作记忆能力的影响。从前测到后测，学生的平衡表现和感知能力显着提高，组间没有差异。教学类型、反馈方法和学习成果之间的关系受语言工作记忆容量的显着影响，而不是受视觉空间工作记忆容量的影响。