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

This study examined the effects of explicit versus implicit instructions and feedback methods on motor learning perceived competence 9-to 13-year old students with special educational needs practicing a balancing task during physical education. The aim was to test if how type instruction were influenced by students' verbal visuospatial working memory capacities. significantly increased their performance from pre- posttest, no differences between groups. relation outcomes capacity, not capacity. Physical education teachers may need align providing in low capacity high • Within-class differentiation guidance for can benefit outcomes; Effects depend students; Students profit analogies external focus feedback; internal feedback.