Konrad Jeffrey D, Marrus Natasha, Lohse Keith R, Thuet Kayla M, Lang Catherine E
Washington University School of Medicine: Program in Physical Therapy, USA.
Washington University School of Medicine: Department of Psychiatry, USA.
Heliyon. 2024 Jun 8;10(12):e32731. doi: 10.1016/j.heliyon.2024.e32731. eCollection 2024 Jun 30.
An essential component of childhood development is increasing motor competence. Poor motor learning is often thought to underlie impaired motor competence, but this link is unclear in previous studies.
Our aim was to test the relationship between motor competence and motor learning in the acquisition phase. Both reinforcement learning (RL) and error-based learning (EBL) were tested. We hypothesized that slower RL and slower EBL acquisition rates would relate to lower motor competence.
Eighty-six participants ages 6-12 performed a target throwing task under RL and EBL conditions. The Movement Assessment Battery for Children - 2nd edition (MABC-2) provided a measure of motor competence. We assessed EBL and RL acquisition rates, baseline variability, and baseline bias from the throwing task.
In a multiple linear regression model, baseline variability (β = -0.49, p = <0.001) and the EBL acquisition rate (β = -0.24, p = 0.018) significantly explained the MABC-2 score. Participants with higher baseline variability and slower EBL acquisition had lower motor competence scores. The RL acquisition rate was independent of MABC-2 score suggesting that RL may be less of a contributor to poor motor competence.
Children with slower EBL acquisition had lower motor competence scores but RL acquisition was unrelated to the level of motor competence. Emphasizing the unrelated reinforcement mechanisms over error-based mechanisms during motor skill interventions may help children with poor motor competence better acquire new motor skills.
儿童发育的一个重要组成部分是运动能力的提高。运动学习能力差通常被认为是运动能力受损的潜在原因，但在以往的研究中，这种联系并不明确。
我们的目的是测试在习得阶段运动能力与运动学习之间的关系。同时对强化学习（RL）和基于误差的学习（EBL）进行了测试。我们假设较慢的RL和EBL习得率与较低的运动能力有关。
86名6至12岁的参与者在RL和EBL条件下完成了一项目标投掷任务。儿童运动评估量表第二版（MABC - 2）提供了运动能力的测量方法。我们评估了EBL和RL的习得率、基线变异性以及投掷任务的基线偏差。
在多元线性回归模型中，基线变异性（β = -0.49，p = <0.001）和EBL习得率（β = -0.24，p = 0.018）显著解释了MABC - 2得分。基线变异性较高且EBL习得较慢的参与者运动能力得分较低。RL习得率与MABC - 2得分无关，这表明RL可能对运动能力差的影响较小。
EBL习得较慢的儿童运动能力得分较低，但RL习得与运动能力水平无关。在运动技能干预过程中，强调基于误差机制而非强化机制，可能有助于运动能力差的儿童更好地习得新的运动技能。
