Efeitos do feedback após boas tentativas de prática na aprendizagem de uma habilidade motora complexa em crianças

Chiviacowsky, Suzete; Ávila, Luciana Toaldo Gentilini; Kaefer, Angélica

doi:10.4025/reveducfis.v21i2.7745

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…The result of this was that successful practice leads to better representation of skill, resulting in greater retention of the same. 16 In addition to the improved performance in the acquisition and retention phases, it is important to note that participants maintained the reduction of time during the transfer phase of the task. It may be stated that regardless of the difficulty encountered in the maze task in the cell phone, participants were able to maintain performance allowing an adaptation from a stabilisation phase, featuring the motor learning.…”

Section: ■ Discussionmentioning

confidence: 99%

Motor learning in mobile (cell phone) device in Down syndrome patients - pilot project

Menezes¹,

Gomes²,

Massetti³

et al. 2015

Medical Express

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The objective of this study was to verify if individuals with Down syndrome have improved performance in completing a virtual maze task using a mobile phone. METHOD: For this task, 30 teenagers and young adults were evaluated, 15 Down syndrome patients and 15 typically developed controls. The execution of the task was to play a maze on a mobile phone. The subjects performed 30 repetitions of the maze game in the acquisition phase, five repetitions for retention and five for transfer phase. A repeated measures ANOVA was used to compare blocks (first and last-A1-A6 acquisition blocks, retention A6-R and transfer A6-T) and Groups (Down syndrome and typical development). RESULTS: The results showed that both groups had significant improvement over time in the acquisition phase, the retention and transfer tests showed that there was performance consolidation for both groups, but with longer movement time in the Down syndrome group. CONCLUSION: Comparing the two groups, individuals with Down syndrome required more time to run the maze in all phases of the task.

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Section: ■ Discussionmentioning

confidence: 99%

Motor learning in mobile (cell phone) device in Down syndrome patients - pilot project

Menezes¹,

Gomes²,

Massetti³

et al. 2015

Medical Express

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“…Motor learning (ML) is defined as the ability to perform a task with improved performance due to experience and practice (11,12). Thus, three stages are important in the analysis of ML: acquisition, retention and transfer (13).…”

Section: Introductionmentioning

confidence: 99%

Motor learning in children and adolescents institutionalized in shelters

et al. 2017

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Introduction: Children and adolescents living in shelters may present with impaired motor development, cognitive function, as well as speech and understanding; psychological alterations; and hyperactivity. All of these factors may be detrimental to motor learning. Objective: To investigate motor learning in children and adolescents living in shelters, and to compare it with that of individuals living in a family context. Methods: We assessed 36 individuals who were divided into groups: an experimental group, composed of institutionalized children and adolescents (EG, n=18), and a control group (CG, n = 18) that was matched by age and sex. Motor learning was assessed using a maze test in three stages: acquisition, retention and transfer. The data were analyzed using the Shapiro Wilk, Wilcoxon, Mann Whitney, Kruskal Wallis tests and Dunn's post-test (p < 5%). Results: The EG had a longer task performance time than the CG. There was a significant reduction in task performance time between the first

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“…Estudos com participantes típicos [9][10][11][12][13] , ou que apresentam algum grau de deficiência motora como, por exemplo, a doença de Parkinson 14 , têm demonstrado que frequências reduzidas de CR podem beneficiar a aprendizagem de habilidades motoras.…”

Section: Introductionunclassified

Aprendizagem motora e síndrome de Down: efeitos da frequência relativa reduzida de conhecimento de resultados.

Chiviacowsky

Machado

Marques

et al. 2013

Rev. Bras. Cineantropom. Desempenho Hum.

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Resumo -O objetivo do presente estudo foi comparar os efeitos de duas frequências (100 e 33%) de conhecimento de resultados (CR) na aprendizagem de uma habilidade motora em indivíduos com síndrome de Down (SD). Vinte participantes com SD foram divididos, aleatoriamente, em dois grupos. O grupo 100% recebeu CR após cada tentativa, enquanto o grupo 33% recebeu CR em um terço das tentativas, ou seja, uma tentativa com CR em cada bloco de três tentativas. A tarefa consistiu em arremessar um implemento em um alvo, com a mão dominante, sem visualizar o alvo. A fase de aquisição constou de 60 tentativas de prática, enquanto a fase de retenção, realizada 48 horas após, de 10 tentativas, sem CR. Os resultados indicaram a inexistência de diferença significativa entre os grupos. Conclui-se que frequências relativas reduzidas de CR podem ser tão efetivas quanto altas frequências para a aprendizagem de habilidades motoras em adultos com SD. Palavras-chave: Arremesso; Comportamento motor; Deficiência intelectual; Feedback; Síndrome de down. Abstract -The objective of the present study was to verify the effects of two frequencies (100 and 33%) of knowledge of results (KR) on the learning of a motor skill, in individuals with Down syndrome (DS

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Efeitos do feedback após boas tentativas de prática na aprendizagem de uma habilidade motora complexa em crianças

Cited by 4 publications

References 18 publications

Motor learning in mobile (cell phone) device in Down syndrome patients - pilot project

Motor learning in mobile (cell phone) device in Down syndrome patients - pilot project

Motor learning in children and adolescents institutionalized in shelters

Aprendizagem motora e síndrome de Down: efeitos da frequência relativa reduzida de conhecimento de resultados.

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