Effects of analogy learning on locomotor skills and balance of preschool children

Chatzopoulos, Dimitris; Foka, Elena; Doganis, George; Lykesas, Georgios; Nikodelis, Thomas

doi:10.1080/03004430.2020.1739029

Cited by 17 publications

(18 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…showed that the analogy group performed better at the start of practice compared to the explicit instruction group, but this difference disappeared at retention. Chatzopoulos et al (2020) only showed better performance for the analogy learning group on the retention test for balancing, but not for the other skills. Neither of the studies checked if the intended intervention was realized.…”

Section: Study Characteristics and Methodsmentioning

confidence: 84%

“…The few studies that do include a process-oriented measure also show similar, or even more, improvements in the implicit groups compared to the explicit groups, suggesting that movement form and accuracy may improve simultaneously (Capio, Poolton, Sit, Eguia et al, 2013;Capio, Poolton, Sit, Holmstrom et al, 2013;Petranek et al, 2019;Wulf et al, 2010). In addition, results from balancing tasks (Becker & Smith, 2013;Chatzopoulos et al, 2020;Flores et al, 2015) and jumping tasks (Chatzopoulos et al, 2020;Chow et al, 2014) do not differ from the aiming tasks, suggesting that methods can be applied to different types of complex motor tasks.…”

Section: Using Implicit Methods To Improve Motor Performancementioning

confidence: 96%

“…Two studies examined the effect of analogy learning on complex motor skills in children (Chatzopoulos et al, 2020;. Chatzopoulos et al (2020) performed the study at a preschool, with practice for the entire class. In the study of the acquisition phase was performed individually in a public park.…”

Section: Study Characteristics and Methodsmentioning

confidence: 99%

“…In the analogy learning group two of those were replaced by an metaphor. In the study of Chatzopoulos et al (2020) children received either four explicit instructions or one analogy instruction at the start of practice of a specific skill. showed that the analogy group performed better at the start of practice compared to the explicit instruction group, but this difference disappeared at retention.…”

Section: Study Characteristics and Methodsmentioning

confidence: 99%

“…The total score on methodological quality of the studies was 11 and 12 (Chatzopoulos et al, 2020). Neither of the studies included a check on the realized intervention or a control group.…”

Section: Methodological Qualitymentioning

confidence: 99%

See 4 more Smart Citations

Implicit motor learning in primary school children: A systematic review

Abswoude

Mombarg

Groot

et al. 2021

Journal of Sports Sciences

View full text Add to dashboard Cite

The aim of this study was to assess the current state of evidence and methodological quality of studies on implicit and explicit motor learning in both typically developing children and children with developmental disorders. A systematic literature review was conducted on the experimental literature published up to April 2020. A total of 25 studies were included. Studies were evaluated on methodological quality, paradigm used, and level of evidence. The results showed that implicit paradigms are as effective as explicit paradigms in both groups of children. Studies are predominantly experimental in nature involving mostly upper limb aiming tasks. The few studies that were performed outside the lab (n = 5) suggest superior efficacy of the implicit paradigm. Methodological quality varied between studies and was not always of sufficient standard to allow conclusions. In particular, manipulation checks were only performed in 13 studies (52% of all studies), limiting conclusions. Further progress can be made by focussing on improving methodological quality through retention testing by the inclusion of a control group, by the inclusion of a manipulation check, and via assessment of relevant co-variables, such as working memory, age, and motor competence.

show abstract

Section: Study Characteristics and Methodsmentioning

confidence: 84%

Section: Using Implicit Methods To Improve Motor Performancementioning

confidence: 96%

Section: Study Characteristics and Methodsmentioning

confidence: 99%

Section: Study Characteristics and Methodsmentioning

confidence: 99%

“…The total score on methodological quality of the studies was 11 and 12 (Chatzopoulos et al, 2020). Neither of the studies included a check on the realized intervention or a control group.…”

Section: Methodological Qualitymentioning

confidence: 99%

See 3 more Smart Citations

Implicit motor learning in primary school children: A systematic review

Abswoude

Mombarg

Groot

et al. 2021

Journal of Sports Sciences

View full text Add to dashboard Cite

show abstract

Effect of Implicit Learning Methods With the External Focus of Attention on Bowling Skills in Children With Autism Spectrum Disorder: A Randomized Control Trial Study

Khodayari,

Yaali,

Ghadiri

2024

Brain and Behavior

View full text Add to dashboard Cite

PurposeThe aim of the current study was to compare implicit learning methods with an emphasis on the external focus of attention on bowling skill in autistic children.MethodTwenty children with autism spectrum disorder (ASD) were selected. After the participants were randomly divided into two groups, the pretest was performed, evaluating the participants both quantitatively (score of bowling pins falling) and qualitatively (TGMD3 subscale test of underhand ball throwing). Group A was trained using the errorless learning method with the external focus of attention, while Group B was trained using the analogical learning method with the external focus of attention.FindingsThe results showed that analogical learning with the external focus of attention has significant effects (p ≤ 0.05) on both bowling and underhand ball‐throwing skills in autistic children. Errorless learning with external focus of attention, on the other hand, had a significant effect (p ≤ 0.05) on the bowling skill.ConclusionThe results of the research showed that analogical learning with an external focus of attention can be effective in developing both bowling skill and underhand ball‐throwing skill in children with ASD; however, errorless learning with an external focus of attention was useful in developing bowling skill and failed to show a significant effect on enhancing the underhand ball‐throwing skill in children diagnosed with ASD.Trial RegistrationIRCT20220920056007N1.

show abstract

Auswirkungen von Lernen durch Analogiebildung und explizitem Lernen auf die dynamische Gleichgewichtsfunktion bei Personen mit einer Verletzung des vorderen Kreuzbands in der Vorgeschichte

Hosseini,

Papoli

2023

Ger J Exerc Sport Res

View full text Add to dashboard Cite

Effects of analogy learning on locomotor skills and balance of preschool children

Cited by 17 publications

References 24 publications

Implicit motor learning in primary school children: A systematic review

Implicit motor learning in primary school children: A systematic review

Effect of Implicit Learning Methods With the External Focus of Attention on Bowling Skills in Children With Autism Spectrum Disorder: A Randomized Control Trial Study

Auswirkungen von Lernen durch Analogiebildung und explizitem Lernen auf die dynamische Gleichgewichtsfunktion bei Personen mit einer Verletzung des vorderen Kreuzbands in der Vorgeschichte

Contact Info

Product

Resources

About