The influence of errors during practice on motor learning in young individuals with cerebral palsy

Abswoude, Femke van; Santos-Vieira, Beatriz; Kamp, John van der; Steenbergen, Bert

doi:10.1016/j.ridd.2015.08.008

Cited by 26 publications

(22 citation statements)

References 41 publications

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“…The six aspects that were included in the questionnaire were directly related to six of the seven rules that the children received (not the rule about the keeping the body in a straight line). In a previous study, this questionnaire related to the number of errors made during practice (van Abswoude et al, 2015). Yet, in the current study, correlational analyses did not show the expected relations among the questionnaire, working memory, or the amount of declarative knowledge.…”

Section: Notescontrasting

confidence: 96%

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

Abswoude¹,

Kamp

Steenbergen

2019

Motor Control

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Effective learning methods are essential for motor skill development and participation in children with low motor abilities. Current learning methods predominantly aim to increase declarative knowledge through explicit instructions that necessitate sufficient working memory capacity. This study investigated the roles of declarative knowledge and working memory capacity in explicit motor learning of children with low motor abilities. We studied both acquisition performance (i.e., performance during practice) and learning (i.e., the improvement in performance from pretest to posttest). After practice with explicit instructions, children with low motor abilities showed significant learning, albeit that improvement was relatively small. However, working memory capacity and declarative knowledge did not predict learning. By contrast, working memory capacity and declarative knowledge did predict performance during practice. These findings suggest that explicit instructions enhance motor performance during practice, but that motor learning per se is largely implicit in children with low motor abilities.

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Section: Notescontrasting

confidence: 96%

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

Abswoude¹,

Kamp

Steenbergen

2019

Motor Control

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“…BoNT-A addresses issues due to neural spasticity and in cases where patients exhibit motion impairment after injections, it can be unclear whether this is a result of dosage, issues with the structural properties of muscle, or a fundamental incapacity for neural plasticity and motor learning. Similarly confounding issues have been reported in other studies, alluding to the uncertainty of drawing conclusions when motor learning appears poor in children with CP (van Abswoude et al, 2015). Self-exploration and problem solving are critical to the motor learning process, but these can be impacted by motor difficulties, preventing optimal learning (Valvano and Rapport, 2006).…”

Section: Introductionsupporting

confidence: 55%

“…This significant because it lends justification to the potential use of the normalization algorithms to conduct studies on patients with physical impairment. Physical impairment has often been cited as a confounding factor in motor learning studies, as researchers are unable to determine whether poor results are due to an inability to motor learn or because of physical barriers (Valvano and Rapport, 2006; Burtner et al, 2014; van Abswoude et al, 2015). Using normalization, therapists may be able to evaluate the cognitive ability of a patient independently of their physical impairment, alleviating the compounding factors surrounding motor learning.…”

Section: Discussionmentioning

confidence: 99%

Virtual Normalization of Physical Impairment: A Pilot Study to Evaluate Motor Learning in Presence of Physical Impairment

Jarrett

McDaid

2017

Front. Neurosci.

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Motor learning is a critical component of the rehabilitation process; however, it can be difficult to separate the fundamental causes of a learning deficit when physical impairment is a confounding factor. In this paper, a new technique is proposed to augment the residual ability of physically impaired patients with a robotic rehabilitation exoskeleton, such that motor learning can be studied independently of physical impairment. The proposed technique augments the velocity of an on-screen cursor relative to the restricted physical motion. Radial Basis Functions (RBFs) are used to both model velocity and derive a function to scale velocity as a function of workspace position. Two variations of the algorithm are presented for comparison. In a cross-over pilot study, healthy participants were recruited and subjected to a simulated impairment to constrain their motion, imposed by the cable-driven wrist exoskeleton. Participants then completed a sinusoidal tracking task, in which the algorithms were statistically shown to augment the cursor velocity in the constrained state such that it matched position-dependent velocities recorded in the healthy state. A kinematic task was then designed as a motor-learning case study where the algorithms were statistically shown to allow participants to achieve the same performance when their motion was constrained as when unconstrained. The results of the pilot study provide motivation for further research into the use of this technique, thus providing a tool with which motor-learning can be studied in neurologically impaired populations. This could be used to give physiotherapists greater insight into underlying causes of motor learning deficits, consequently facilitating and enhancing subject-specific therapy regimes.

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“…Combined, the present results therefore do not support the idea that reduced working memory loading underlay the superiority of external focus learning in children. This seems to be at odds with the consistent reports of reduced working memory involvement with an external focus in healthy adults (Kal et al, 2013;Poolton et al, 2006), as well as with reports that children with greater verbal working memory capacity are more likely to consciously control their movements, and demonstrate better motor performance when triggered to do so (Buszard, Farrow, Reid, & Masters, 2014;Buszard, Farrow, Zhu, & Masters, 2013;Van Abswoude, Santos-Vieira, van der Kamp, & Steenbergen, 2015).…”

Section: Discussionmentioning

confidence: 99%

Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory

Brocken

Kal

Kamp

2016

Journal of Motor Behavior

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The authors investigated the relative effectiveness of different attentional focus instructions on motor learning in primary school children. In addition, we explored whether the effect of attentional focus on motor learning was influenced by children's age and verbal working memory capacity. Novice 8-9-year old children (n = 30) and 11-12-year-old children (n = 30) practiced a golf putting task. For each age group, half the participants received instructions to focus (internally) on the swing of their arm, while the other half was instructed to focus (externally) on the swing of the club. Children's verbal working memory capacity was assessed with the Automated Working Memory Assessment. Consistent with many reports on adult's motor learning, children in the external groups demonstrated greater improvements in putting accuracy than children who practiced with an internal focus. This effect was similar across age groups. Verbal working memory capacity was not found to be predictive of motor learning, neither for children in the internal focus groups nor for children in the external focus groups. In conclusion, primary school children's motor learning is enhanced by external focus instructions compared to internal focus instructions. The purported modulatory roles of children's working memory, attentional capacity, or focus preferences require further investigation.

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The influence of errors during practice on motor learning in young individuals with cerebral palsy

Cited by 26 publications

References 41 publications

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

The Roles of Declarative Knowledge and Working Memory in Explicit Motor Learning and Practice Among Children With Low Motor Abilities

Virtual Normalization of Physical Impairment: A Pilot Study to Evaluate Motor Learning in Presence of Physical Impairment

Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory

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