Effect of practice schedule and frequency of feedback on motor learning in children with developmental coordination disorder

Jahanbazi, Zahra; Saemi, Esmaeel; Shetab Boushehri, Nahid; Doustan, Mohammadreza

doi:10.22054/jpe.2019.40369.1949

Document Type : Research Paper

Authors

¹ Master of sciences in motor behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

² 2. Assistant professor of motor behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

³ 3. Associate professor of motor behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

⁴ Lecturer in motor behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

https://doi.org/10.22054/jpe.2019.40369.1949

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 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.

Keywords

References

اسماعیل زاده، م؛ صالحی، ح؛ منصوری، ش. (1390)تاثیر حرکتهای منتخب ریتمیک بر هماهنگی دست – پای کودکان دختر دارای اختلال هماهنگی رشدی. مجله دانشگاه علوم پزشکی شهرکرد، 13(2)، 51-46.

شهبازی، س؛ رحمانی، م؛ و حیرانی، ع (1394). اثربخشی فعالیت های یکپارچه سازی حسی حرکتی بر تعادل و زمان واکنش کودکان با اختلال رشد حرکتی. توانبخشی نوین، 9(5)، 9-1.

صادقی، ا؛ واعظ موسوی، م. ک؛ شجاعی، م؛ و عادلی فر، آ. (1388). مقایسه تاثیر بازخورد خودکنترلی، متواتر و کاهش یافته بر یادگیری مهارت هدف گیری پرتابی کودکان. رشد و یادگیری حرکتی ورزشی، 3، 36-23.

صالحی، ح؛ افسرده بخشایش، ر؛ موحدی، ا. ر؛ و قاسمی، و. (1390). ویژگی های روانسنجی نسخه فارسی سیاهه اختلال هماهنگی رشد حرکتی در پسران 6-11 ساله. فصلنامه روان شناسی افراد استثنایی، 1(4)، 161-135.

نظری، ش.، صفوی، ش.، و کردی، ح. (1395). تاثیر تواتر بازخوردهای کلامی بر یادگیری و اجرای حرکتی کودکان دچار اختلال هماهنگی رشدی. طب توانبخشی، 6(1)، 92-83.

Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111–150.

Aiken, C. A., & Genter, A. M. (2018). The effects of blocked and random practice on the learning of three variations of the golf chip shot. International Journal of Performance Analysis in Sport, 1-11.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.

Cantell, M.H., Smyth, M.M., & Ahonen, T.P. (1994). Clumsiness in adolescence: Educational, motor and social outcomes of motor delay detected at 5 years. Adapted Physical Activity Quarterly, 11, 115–129.

Cantell, M.H., Smyth, M.M., & Ahonen, T.P. (2003). Two distinct pathways for developmental coordination disorder: Persistence and resolution. Human Movement Science, 22, 413–431.

Cermak, S., & Larkin, D. (2002). Developmental coordination disorder. Albany, NY: Delmar.

Chiviacowsky, S., & Wulf, G. (2007). Feedback after good trials enhances learning. Research Quarterly for Exercise and Sport, 78(2), 40-47.

de Oliveira, I. S., da Silva Oliveira, D., de Azevedo Guendler, J., Rocha, B. M., & Sarinho, S. W. (2017). Effectiveness of motor intervention on children with Developmental Coordination Disorder (DCD): A systematic review. Journal of Physical Education and Sport Management, 8(3), 32-40.

Geuze, R. H., Jongmans, M. J., Schoemaker, M. M., & Smits-Engelsman, B. C. (2001). Clinical and research diagnostic criteria for developmental coordination disorder: a review and discussion. Human movement science, 20(1-2), 7-47.

Guadagnoli, M. A., & Bertram, C. P. (2014). Optimizing practice for performance under pressure. International Journal of Golf Science, 3(2), 119-127.

Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior, 36(2), 212-224.

Guadagnoli, M., & Lindquist, K. (2007). Challenge point framework and efficient learning of golf. International Journal of Sports Science & Coaching, 2(1_suppl), 185-197.

Hemayattalab, R., & Rostami, L. R. (2010). Effects of frequency of feedback on the learning of motor skill in individuals with cerebral palsy. Research in developmental disabilities, 31(1), 212-217.

Jelsma, D., Geuze, R. H., Mombarg, R., & Smits-Engelsman, B. C. (2014). The impact of Wii Fit intervention on dynamic balance control in children with probable Developmental Coordination Disorder and balance problems. Human movement science, 33, 404-418.

Lee, T. D., & Magill, R. A. (1983). The locus of contextual interference in motor-skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9(4), 730.

Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human movement science, 9(3-5), 241-289.

Menayo, R., Sabido, R., Fuentes, J. P., Moreno, F. J., & Garcia, J. A. (2010). Simultaneous treatment effects in learning four tennis shots in contextual interference conditions. Perceptual and motor skills, 110(2), 661-673.

Onla-or, S., & Winstein, C. J. (2008). Determining the optimal challenge point for motor skill learning in adults with moderately severe Parkinson's disease. Neurorehabilitation and neural repair, 22(4), 385-395.

Plumb, M. S., Wilson, A. D., Mulroue, A., Brockman, A., Williams, J. H., & Mon-Williams, M. (2008). Online corrections in children with and without DCD. Human Movement Science, 27(5), 695-704.

Rihtman, T., Wilson, B. N., & Parush, S. (2011). Development of the Little Developmental Coordination Disorder Questionnaire for preschoolers and preliminary evidence of its psychometric properties in Israel. Research in developmental disabilities, 32(4), 1378-1387.

Saemi, E., Wulf, G., Varzaneh, A. G., & Zarghami, M. (2011). Feedback after good versus poor trials enhances motor learning in children. Revista Brasileira de Educação Física e Esporte, 25(4), 673-681.

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: a review and critical reappraisal. Psychological bulletin, 95(3), 355.

Schoemaker, M. M., Flapper, B. C., Reinders-Messelink, H. A., & de Kloet, A. (2008). Validity of the motor observation questionnaire for teachers as a screening instrument for children at risk for developmental coordination disorder. Human Movement Science, 27(2), 190-199.

Schoemaker, M. M., Niemeijer, A. S., Reynders, K., & Smits-Engelsman, B. C. M. (2003). Effectiveness of neuromotor task training for children with developmental coordination disorder: a pilot study. Neural plasticity, 10(1-2), 155-163.

Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental psychology: Human Learning and memory, 5(2), 179.

Skinner, R. A., & Piek, J. P. (2001). Psychosocial implications of poor motor coordination in children and adolescents. Human movement science, 20(1-2), 73-94.

Sugden, D. (2007). Current approaches to intervention in children with developmental coordination disorder. Developmental Medicine & Child Neurology, 49(6), 467-471.

Travlos, A. K. (2010). Specificity and variability of practice, and contextual interference in acquisition and transfer of an underhand volleyball serve. Perceptual and motor skills, 110(1), 298-312.

Wilson, B. N., Crawford, S. G., Green, D., Roberts, G., Aylott, A., & Kaplan, B. J. (2009). Psychometric properties of the revised developmental coordination disorder questionnaire. Physical & occupational therapy in pediatrics, 29(2), 182-202.

Wilson, P. H. (2005). Practitioner review: approaches to assessment and treatment of children with DCD: an evaluative review. Journal of child psychology and psychiatry, 46(8), 806-823.

Wilson, P. H., Smits‐Engelsman, B., Caeyenberghs, K., Steenbergen, B., Sugden, D., Clark, J & Blank, R. (2017). Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research. Developmental Medicine & Child Neurology, 59(11), 1117-1129.

Wu, W. F., Young, D. E., Schandler, S. L., Meir, G., Judy, R. L., Perez, J., & Cohen, M. J. (2011). Contextual interference and augmented feedback: is there an additive effect for motor learning Human movement science, 30(6), 1092-1101.

Zamani, M. H., Fatemi, R., & Karimi, S. (2015). Effects of Feedback With Different Frequency on Throwing Skill Learning in Children With Autism Spectrum Disorder Compared to Normal Children. International Journal of School Health, 2(1): e23760.

Zetou, E., Michalopoulou, M., Giazitzi, K., & Kioumourtzoglou, E. (2007). Contextual interference effects in learning volleyball skills. Perceptual and Motor Skills, 104(3), 995-1004.

Zimmer, M., Desch, L., Rosen, L. D., Bailey, M. L., Becker, D., Culbert, T. P. & Adams, R. C. (2012). Sensory integration therapies for children with developmental and behavioral disorders. Pediatrics, 129(6), 1186-1189.

Zwicker, J. G., Missiuna, C., Harris, S. R., & Boyd, L. A. (2011). Brain activation associated with motor skill practice in children with developmental coordination disorder: an fMRI study. International Journal of Developmental Neuroscience, 29(2), 145-152.

Psychology of Exceptional Individuals

Effect of practice schedule and frequency of feedback on motor learning in children with developmental coordination disorder

References

References

Volume 8, Issue 32
November 2018
Pages 181-201

Effect of practice schedule and frequency of feedback on motor learning in children with developmental coordination disorder

References

References

Volume 8, Issue 32November 2018Pages 181-201

Volume 8, Issue 32
November 2018
Pages 181-201