Department of Health & Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa, Department of Health & Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Department of Health & Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa, Department of Health & Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa; Institute of Child Development, University of Minnesota, Minneapolis, USA.
Hum Mov Sci. 2020 Dec;74:102687. doi: 10.1016/j.humov.2020.102687. Epub 2020 Oct 2.
The question whether children with DCD have motor learning deficits is difficult to answer based on the current body of knowledge. The aim of this study was to examine the impact of practice on motor skill acquisition, retention and transfer in children with and without DCD using a variety of games in a virtual environment.
Performance on a criterion task (Wii ski game) and MABC-2 balance subscore was compared between children with DCD (n = 33) and TD children (n = 28) following 10 weeks of playing active video games. Repeated measures ANOVA was used to compare changes in the two groups.
The children with DCD demonstrated lower performance on the criterion task than the TD group (p = 0.031). A time by group interaction indicated that the difference in performance on the criterion task became larger over time (p = 0.039). No differences were found in retention between groups. Large improvement (Cohen d 1.11) was observed for the children with DCD on the MABC-2 balance subscore.
Based on the criterion task results, typically developing children seem more proficient in learning new skills compared to children with DCD. More research is needed to confirm that children with DCD have a problem to transfer skills to other contexts.
基于现有知识体系，难以回答儿童运动发育障碍（DCD）是否存在运动学习缺陷的问题。本研究旨在通过在虚拟环境中使用各种游戏，检查 DCD 和非 DCD 儿童在运动技能获得、保持和转移方面的练习效果。
在进行 10 周的积极视频游戏后，比较 DCD 儿童（n=33）和 TD 儿童（n=28）在标准任务（Wii 滑雪游戏）和 MABC-2 平衡子评分上的表现。采用重复测量方差分析比较两组的变化。
DCD 儿童在标准任务上的表现明显低于 TD 组（p=0.031）。时间与组别交互作用表明，标准任务上的表现差异随时间推移而增大（p=0.039）。两组间无保留差异。DCD 儿童在 MABC-2 平衡子评分上的改善程度较大（Cohen d 1.11）。
根据标准任务的结果，与 DCD 儿童相比，正常发育儿童似乎更擅长学习新技能。需要进一步研究以确认 DCD 儿童是否存在技能转移到其他情境的问题。
