Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

Abstract

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Implicit motor learning in primary school children: A systematic review

“…In de study of van Abswoude et al (2015) verbal working memory capacity was related to performance improvements across groups. In contrast, in the study of van Van Cappellen -van Maldegem et al (2018) visuospatial working memory capacity was related to motor learning in the implicit group.…”

“…Seven studies included children with a specific diagnosis or disorder as their target population. Two studies applied an errorless learning method (Capio, Poolton, Sit, Eguia et al, 2013;Van Abswoude et al, 2015), one used analogy learning (Tse & Masters, 2019), and four studies manipulated the focus of attention (Chiviacowsky et al, 2013;Saemi et al, 2013;Tse, 2017;Van Cappellen -van Maldegem et al, 2018). In four studies, the training was performed individually in the presence of the experimenter(s).…”

“…In four studies, the training was performed individually in the presence of the experimenter(s). In the study of Capio, Poolton, Sit, Eguia et al (2013) children practiced in pairs under supervision of teacher assistants and in the study of vVan Cappellen -van Maldegem et al (2018) the experiment took place at the physical therapist practice and the therapist performed the experimental procedures.…”

“…On the retention test, four studies showed beneficial effects of implicit learning over explicit learning (Capio, Poolton, Sit, Eguia et al, 2013;Chiviacowsky et al, 2013;Saemi et al, 2013;Tse & Masters, 2019). One study found better performance following explicit learning for children with ASD (Tse, 2017) and two studies did not show a difference between the implicit and explicit groups (Van Abswoude et al, 2015;Van Cappellen -van Maldegem et al, 2018). On the transfer tasks, two studies showed better performance following implicit learning (Chiviacowsky et al, 2013;Tse & Masters, 2019) and one study showed better performance following explicit learning (Tse, 2017).…”

Effects of internal focus and external focus of attention on postural balance in school-aged children

“…However, in the case of children, results of previous studies were inconsistent [11,14]. Some studies have reported no significant differences in motor learning between EF and IF, and some studies have reported that IF is more effective [15]. Emanuel et al [11] reported that IF is more effective than EF in transfer of children's motor skills.…”