Zahra Jahanbazi; Esmaeel Saemi; Nahid Shetab Boushehri; Mohammadreza Doustan
Abstract
The purpose of this study was to investigate effect of practice schedule and frequency of feedback on motor learning in children with developmental coordination disorder. For this purpose, firstly, by screening developmental Wilson questionnaire, as well as teacher's observation inventory, out of 330 ...
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The purpose of this study was to investigate effect of practice schedule and frequency of feedback on motor learning in children with developmental coordination disorder. For this purpose, firstly, by screening developmental Wilson questionnaire, as well as teacher's observation inventory, out of 330 male students, 40 children with developmental coordination disorder were identified and in this semi experimental study with pre-test, Post-test, design, along with retention and transfer tests. After the pre-test, the participants were divided into 4 groups with homogeneous groups (random and 33% feedback, random and 100% feedback, blocked and 33% feedback, blocked and 100% feedback), The task was the accuracy of overhand throwing during five sessions. Data were analyzed through mixed ANCOVA as well as Bonferroni post hoc tests at a significance level of 0.05. Results in the acquisition phase indicated that the blocked group was superior to that of the random group, but there was no significant difference between feedback frequencies of 100% and 33% at this phase, in two phases of retention and transfer, a random practice schedule with 33% feedback was better than others. In summary, the results of this study, confirming the challenge point hypothesis, and suggest that challenge point-based methods be used to improve motor learning of children with developmental coordination disorder.