Bonney Emmanuel, Jelsma Dorothee, Ferguson Gillian, Smits-Engelsman Bouwien
Department of Health and Rehabilitation Sciences, University of Cape Town, South Africa; Department of Physiotherapy, School of Biomedical and Allied Health Sciences, University of Ghana, Ghana.
Developmental and Clinical Neuropsychology, University of Groningen, Grote Kruisstraat 2-1, 9712 TS Groningen, The Netherlands.
Res Dev Disabil. 2017 Mar;62:124-136. doi: 10.1016/j.ridd.2017.01.013. Epub 2017 Jan 31.
Little is known about the influence of practice schedules on motor learning and skills transfer in children with and without developmental coordination disorder (DCD). Understanding how practice schedules affect motor learning is necessary for motor skills development and rehabilitation.
The study investigated whether active video games (exergames) training delivered under variable practice led to better learning and transfer than repetitive practice.
111 children aged 6-10 years (M=8.0, SD=1.0) with no active exergaming experience were randomized to receive exergames training delivered under variable (Variable Game Group (VGG), n=56) or repetitive practice schedule (Repetitive Game Group (RGG), n=55). Half the participants were identified as DCD using the DSM-5 criteria, while the rest were typically developing (TD), age-matched children. Both groups participated in two 20min sessions per week for 5 weeks.
Both participant groups (TD and DCD) improved equally well on game performance. There was no significant difference in positive transfer to balance tasks between practice schedules (Repetitive and Variable) and participant groups (TD and DCD).
Children with and without DCD learn balance skills quite well when exposed to exergames. Gains in learning and transfer are similar regardless of the form of practice schedule employed.
This is the first paper to compare the effect of practice schedules on learning in children with DCD and those with typical development. No differences in motor learning were found between repetitive and variable practice schedules. When children with and without DCD spend the same amount of time on exergames, they do not show any differences in acquisition of motor skills. Transfer of motor skills is similar in children with and without DCD regardless of differences in practice schedules.
关于练习计划对患有和未患有发育性协调障碍（DCD）儿童的运动学习及技能迁移的影响，我们所知甚少。了解练习计划如何影响运动学习对于运动技能发展和康复至关重要。
本研究调查了在可变练习条件下进行的主动视频游戏（健身游戏）训练是否比重复练习能带来更好的学习效果和迁移能力。
111名6 - 10岁（平均年龄M = 8.0，标准差SD = 1.0）且无主动健身游戏经验的儿童被随机分为两组，分别接受可变练习计划（可变游戏组（VGG），n = 56）或重复练习计划（重复游戏组（RGG），n = 55）的健身游戏训练。根据《精神疾病诊断与统计手册》第五版（DSM - 5）标准，一半参与者被认定为患有DCD，其余为发育正常（TD）的年龄匹配儿童。两组均每周参加两次20分钟的训练课程，共持续5周。
两组参与者（TD组和DCD组）在游戏表现上的改善程度相同。在练习计划（重复和可变）与参与者组（TD组和DCD组）之间，向平衡任务的正向迁移没有显著差异。
无论是否患有DCD，儿童在接触健身游戏时都能很好地学习平衡技能。无论采用何种练习计划形式，学习和迁移的收获相似。
这是第一篇比较练习计划对患有DCD儿童和发育正常儿童学习效果影响的论文。重复练习计划和可变练习计划在运动学习方面没有差异。当患有和未患有DCD的儿童在健身游戏上花费相同时间时，他们在运动技能习得方面没有表现出任何差异。无论练习计划存在差异，患有和未患有DCD的儿童在运动技能迁移方面相似。
