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Article: Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities
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TitleReduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities
 
AuthorsCapio, CM1 4
Poolton, JM1
Sit, CHP1 3
Eguia, KF2 4
Masters, RSW1
 
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
 
CitationJournal Of Intellectual Disability Research, 2013, v. 57 n. 4, p. 295-305 [How to Cite?]
DOI: http://dx.doi.org/10.1111/j.1365-2788.2012.01535.x
 
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.
 
ISSN0964-2633
2013 Impact Factor: 2.411
 
DOIhttp://dx.doi.org/10.1111/j.1365-2788.2012.01535.x
 
DC FieldValue
dc.contributor.authorCapio, CM
 
dc.contributor.authorPoolton, JM
 
dc.contributor.authorSit, CHP
 
dc.contributor.authorEguia, KF
 
dc.contributor.authorMasters, RSW
 
dc.date.accessioned2012-06-22T06:28:12Z
 
dc.date.available2012-06-22T06:28:12Z
 
dc.date.issued2013
 
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.
 
dc.description.naturelink_to_subscribed_fulltext
 
dc.identifier.citationJournal Of Intellectual Disability Research, 2013, v. 57 n. 4, p. 295-305 [How to Cite?]
DOI: http://dx.doi.org/10.1111/j.1365-2788.2012.01535.x
 
dc.identifier.doihttp://dx.doi.org/10.1111/j.1365-2788.2012.01535.x
 
dc.identifier.eissn1365-2788
 
dc.identifier.hkuros200056
 
dc.identifier.hkuros229272
 
dc.identifier.issn0964-2633
2013 Impact Factor: 2.411
 
dc.identifier.pmid22369034
 
dc.identifier.scopuseid_2-s2.0-84875538750
 
dc.identifier.urihttp://hdl.handle.net/10722/149182
 
dc.languageeng
 
dc.publisherWiley-Blackwell Publishing Ltd. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0964-2633
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofJournal of Intellectual Disability Research
 
dc.subjectchildren
 
dc.subjectFundamental movement skill
 
dc.subjectImplicit motor learning
 
dc.subjectIntellectual disability
 
dc.titleReduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities
 
dc.typeArticle
 
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<item><contributor.author>Capio, CM</contributor.author>
<contributor.author>Poolton, JM</contributor.author>
<contributor.author>Sit, CHP</contributor.author>
<contributor.author>Eguia, KF</contributor.author>
<contributor.author>Masters, RSW</contributor.author>
<date.accessioned>2012-06-22T06:28:12Z</date.accessioned>
<date.available>2012-06-22T06:28:12Z</date.available>
<date.issued>2013</date.issued>
<identifier.citation>Journal Of Intellectual Disability Research, 2013, v. 57 n. 4, p. 295-305</identifier.citation>
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<description.abstract>Background 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. &#169; 2012 The Authors. Journal of Intellectual Disability Research &#169; 2012 Blackwell Publishing Ltd.</description.abstract>
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Author Affiliations
  1. The University of Hong Kong
  2. Movement Matters Therapy Center
  3. Chinese University of Hong Kong
  4. Katholieke Universiteit Leuven