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Article: Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities

TitleReduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities
Authors
Keywordschildren
Fundamental movement skill
Implicit motor learning
Intellectual disability
Issue Date2013
PublisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0964-2633
Citation
Journal Of Intellectual Disability Research, 2013, v. 57 n. 4, p. 295-305 How to Cite?
AbstractBackground Children with intellectual disabilities (ID) have been found to have inferior motor proficiencies in fundamental movement skills (FMS). This study examined the effects of training the FMS of overhand throwing by manipulating the amount of practice errors. Methods Participants included 39 children with ID aged 4-11 years who were allocated into either an error-reduced (ER) training programme or a more typical programme in which errors were frequent (error-strewn, ES). Throwing movement form, throwing accuracy, and throwing frequency during free play were evaluated. Results The ER programme improved movement form, and increased throwing activity during free play to a greater extent than the ES programme. Furthermore, ER learners were found to be capable of engaging in a secondary cognitive task while manifesting robust throwing accuracy performance. Conclusions The findings support the use of movement skills training programmes that constrain practice errors in children with ID, suggesting that such approach results in improved performance and heightened movement engagement in free play. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/149182
ISSN
2014 Impact Factor: 1.788
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCapio, CMen_HK
dc.contributor.authorPoolton, JMen_HK
dc.contributor.authorSit, CHPen_HK
dc.contributor.authorEguia, KFen_HK
dc.contributor.authorMasters, RSWen_HK
dc.date.accessioned2012-06-22T06:28:12Z-
dc.date.available2012-06-22T06:28:12Z-
dc.date.issued2013en_HK
dc.identifier.citationJournal Of Intellectual Disability Research, 2013, v. 57 n. 4, p. 295-305en_HK
dc.identifier.issn0964-2633en_HK
dc.identifier.urihttp://hdl.handle.net/10722/149182-
dc.description.abstractBackground Children with intellectual disabilities (ID) have been found to have inferior motor proficiencies in fundamental movement skills (FMS). This study examined the effects of training the FMS of overhand throwing by manipulating the amount of practice errors. Methods Participants included 39 children with ID aged 4-11 years who were allocated into either an error-reduced (ER) training programme or a more typical programme in which errors were frequent (error-strewn, ES). Throwing movement form, throwing accuracy, and throwing frequency during free play were evaluated. Results The ER programme improved movement form, and increased throwing activity during free play to a greater extent than the ES programme. Furthermore, ER learners were found to be capable of engaging in a secondary cognitive task while manifesting robust throwing accuracy performance. Conclusions The findings support the use of movement skills training programmes that constrain practice errors in children with ID, suggesting that such approach results in improved performance and heightened movement engagement in free play. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd.en_HK
dc.languageengen_US
dc.publisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0964-2633en_HK
dc.relation.ispartofJournal of Intellectual Disability Researchen_HK
dc.subjectchildrenen_HK
dc.subjectFundamental movement skillen_HK
dc.subjectImplicit motor learningen_HK
dc.subjectIntellectual disabilityen_HK
dc.titleReduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilitiesen_HK
dc.typeArticleen_HK
dc.identifier.emailCapio, CM: ccapio@hku.hken_HK
dc.identifier.emailPoolton, JM: jamiep@hku.hken_HK
dc.identifier.emailSit, CHP: sithp@hku.hken_HK
dc.identifier.emailMasters, RSW: mastersr@hku.hken_HK
dc.identifier.authorityCapio, CM=rp01724en_HK
dc.identifier.authorityPoolton, JM=rp00949en_HK
dc.identifier.authoritySit, CHP=rp00957en_HK
dc.identifier.authorityMasters, RSW=rp00935en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1365-2788.2012.01535.xen_HK
dc.identifier.pmid22369034-
dc.identifier.scopuseid_2-s2.0-84875538750en_HK
dc.identifier.hkuros200056en_US
dc.identifier.hkuros229272-
dc.identifier.eissn1365-2788-
dc.identifier.isiWOS:000316576700002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridCapio, CM=36129570400en_HK
dc.identifier.scopusauthoridPoolton, JM=8921750800en_HK
dc.identifier.scopusauthoridSit, CHP=6602768457en_HK
dc.identifier.scopusauthoridEguia, KF=55023839700en_HK
dc.identifier.scopusauthoridMasters, RSW=7102880488en_HK

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