如何通过外部焦点的指导和反馈来增强儿童的运动学习？系统评价。
How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review.
机构信息
Faculty of Rehabilitation Sciences and Physiotherapy, Rehabilitation Research Centre-REVAL, Hasselt University, Hasselt, Belgium.
Department of Functioning and Rehabilitation, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands.
出版信息
PLoS One. 2022 Aug 25;17(8):e0264873. doi: 10.1371/journal.pone.0264873. eCollection 2022.
AIM
This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development.
METHODS
Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed.
RESULTS
Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer.
CONCLUSION
More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency.
TRIAL REGISTRATION
Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.
目的
本系统评价研究了在减少频率、自我控制时间和/或视觉或听觉形式下，应用外部焦点指导和反馈对 2 至 18 岁具有典型或非典型发育的儿童进行功能性粗大运动任务表现的有效性。
方法
系统检索了四个数据库（PubMed、Web of Science、Scopus、Embase）（最后更新日期为 2021 年 5 月 31 日）。纳入标准为：1. 年龄为 2 至 18 岁的儿童；2. 应用减少频率、自我控制时间和/或视觉或听觉形式的外部焦点指导和反馈作为干预措施，以学习功能性粗大运动任务；3. 应用连续频率、教师控制时间和/或口头形式的外部焦点指导和反馈作为对照；4. 表现测量作为结果；5. （随机）对照研究。两名评审员独立进行文章选择和风险偏倚评估（使用 Cochrane 风险偏倚工具）。由于研究特征的异质性和报告数据的不完整性，进行了最佳证据综合。
结果
纳入了 13 项低方法学质量的研究，研究了减少频率（n = 8）、自我控制时间（n = 5）和视觉形式（n = 1）对无经验的典型（n = 348）和非典型（n = 195）发育儿童运动表现的影响，包括获得、保持和/或转移。在大多数比较中，在大多数时间点，关于准确性，没有发现或存在相互矛盾的证据。然而，有中等证据表明自我控制反馈对保持最有效，有限的证据表明视觉类比对保持和转移最有效。为了提高运动质量，有有限的证据表明连续频率对保持和转移最有效。
结论
需要更多方法学上合理的研究来得出关于首选频率、时间或形式的结论。然而，我们谨慎地建议考虑自我控制反馈、视觉指导和连续频率。
试验注册
注册：Prospéro CRD42021225723。https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723。
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