The impact of coordinative abilities on the development of self-regulated learning

Abstract

Contemporary, recent research implicitly indicates the importance of the role of coordination abilities that can positively affect the learning process. While today there are various scientific studies on the relationship between motor abilities and cognition, there is a lack of research regarding the influence of certain degrees of coordination abilities on the development of a self-regulated learning process. Self-regulated learning is a type of learning in which students direct themselves during learning and transform their mental abilities into learning skills. Given that the effect of different analyzers (kinesthetic, tactile, static-dynamic, optical, acoustic) can have a decisive influence on the quality of coordination abilities. Given that the effect of different analyzers can have a decisive influence on the quality of coordination abilities, this paper will examine students' perceptions of the degree of connection of motor or sports abilities to the development of the self-regulated learning process. The paper starts from the main hypothesis of the research, whereby, by examining the student's perception, it would try to point out the connection between the degree of development of the coordination abilities of physical activities and the development of self-regulated learning. The online survey was conducted in the period from May 25 to June 15, 2023, among students of two faculties in Split (University of Split, with three majors: University Department for Professional Studies majoring in Computer Science, Department of Forensic Sciences, and Faculty of Kinesiology in Croatia) and Novi Sad (University of Novi Sad, Faculty of Sport and Physical Education, Serbia). Overall 120 students participated in this study. In coordination-oriented courses, no differences were found between coordination capacities in free time and coordination capacities during regular studies. Students of both groups, the Coordination-oriented, and Other course groups agree that the quality of coordination abilities influences the learning process (χ2=1.33; p=0.51). In another course, group of student's differences was found between coordination capacities in free time and coordination capacities during regular studies for synchronization (Z=2.03; p=0.04), rhythm (Z=2.47; p=0.01), orientation ability (Z=2.67; p=0.01) and reaction capacity (Z=2.57; p=0.01). The paper tries to point out some of the teaching strategies used in physical activities and practical exercises as part of regular higher education classes, which can encourage self-directed learning of movement and thus develop parallel degrees of coordination ability. Descriptive and inferential statistics data processing will be performed through SPPS. The research indicates possible differences and/or correlations among students about dependent and independent variables.