Department of Motor Behavior, Kharazmi University, Tehran, Iran.
College of Sport Sciences, University of Isfahan, Isfahan, Iran.
Percept Mot Skills. 2024 Jun;131(3):770-784. doi: 10.1177/00315125241238308. Epub 2024 Mar 18.
Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants ( = 20), aged 9-13 years ( 10.15, 1.4), were randomly assigned to either: (a) an errorless (ER) training group ( = 10) or (b) an explicit instruction (EI) group ( = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention ( < .028) and transfer learning ( < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.
大多数自闭症谱系障碍（ASD）儿童都存在某种形式的运动缺陷。此外，基于执行功能障碍，这些儿童的工作记忆通常是非典型的。无错误学习减少了对工作记忆的需求。在这项研究中，我们调查了无错误训练对这些儿童学习高尔夫推杆能力的有效性。参与者（n=20）年龄为 9-13 岁（M=10.15，SD=1.4），被随机分配到以下两组之一：（a）无错误（ER）训练组（n=10）或（b）明确指导（EI）组（n=10）。ER 组在没有任何指导的情况下从不同的距离练习推杆，而 EI 组则在特定的距离练习推杆并接受指导。我们测量了运动表现（例如，推杆准确性）和运动学变量（例如，推杆面角度）。单向方差分析显示，两组的运动表现都显著提高，但 ER 组的准确性保持（p<.028）和转移学习（p<.047）明显优于指导组。在转移测试中，两组的运动学变量也有显著差异。这些发现支持了与明确指导相比，无错误训练对教授 ASD 儿童运动技能的益处。
