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首页> 外文期刊>Human movement science >Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory
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Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

机译：发育协调障碍儿童的运动学：关注的焦点和工作记忆的作用

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摘要

Effective motor learning paradigms are essential for children with motor difficulties to enhance their motor skills and facilitate performance in physical activities and in daily life. This study aimed to examine the effect of feedback with an internal or external focus of attention on motor learning of children with probable Developmental Coordination Disorder (pDCD). In addition, the role of working memory capacity was examined. Children were recruited via physical therapists, who integrated the experimental procedures within therapy sessions. We analyzed data of 25 children between 5 and 11?years old. They practiced a novel motor task of throwing a ‘slingerball’ over three weeks, while receiving feedback with an internal or external focus of attention. Results showed that children improved throwing accuracy regardless of the type of feedback they received. Visuospatial working memory capacity enhanced learning, especially for children receiving feedback with an external focus of attention. These findings corroborate clinical recommendations stating that children with DCD benefit from task specific training and feedback, which is promoted with both foci of attention. However, the findings contrast the expected benefits of practice with an external focus of attention. It highlights that the exact mechanisms and task constraints that influence the learning processes with an internal and external focus among children are not yet understood and warrant further study.
机译：有效的电机学习范式对于驾驶困难的儿童至关重要，以提高他们的运动技能，并促进体育活动和日常生活中的性能。本研究旨在审查反馈与内部或外部焦点对具有可能发育协调障碍（PDCD）儿童的运动学习的内部或外部焦点。此外，检查了工作存储器容量的作用。儿童是通过物理治疗师招募的，他在治疗会议内综合实验程序。我们分析了25名儿童5到11岁的数据？岁月。他们练习了一个新的运动任务，可以在三周内投入“瘀伤”，同时接受内部或外部关注的反馈。结果表明，无论他们收到的反馈类型如何，儿童都会提高抛力准确性。探索工作记忆容量增强了学习，特别是对于接收反馈的儿童，具有外部焦点的注意力。这些调查结果证实了临床建议，指出DCD的儿童受益于任务特定培训和反馈，这些培训和反馈是通过关注的焦点促进的。然而，该研究结果对比实践的预期效益与外部关注的外部焦点。它突出显示影响儿童内部和外部焦点的学习过程的确切机制和任务约束尚不清楚并提供进一步的研究。

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