Effects of Feedback With Different Frequency on Throwing Skill Learning in Children With Autism Spectrum Disorder Compared to Normal Children

Zamani, Mohamad Hossein; Fatemi, Rouholah; Karimi, Sara

doi:10.17795/intjsh-23760

“…The children with motor disabilities comprised children with MID (82), DCD (84), ASD (77,83) or CP (79– 81). Overall, the studies involved small sample sizes, the number of participants per group ranging from 6 (84) to 16 (82), with six studies having samples of 10 or less (73,77,79–81,84). All studies used object control tasks (72– 84), 12 throwing (72–81,83,84) and one golf-putting (82).…”

Section: Resultsmentioning

confidence: 99%

“…Regarding frequency of feedback (hypothesis 1), three out of seven studies investigated the effectiveness of reduced fixed frequency in similar tasks (74,76,77). However, one reported no summary statistics (74) and the other two had the same first author (76,77). The remaining studies used non-comparable tasks (75,78,79,82).…”

Section: Resultsmentioning

confidence: 99%

“…No significant group differences were found in TDC (74,75), while continuous frequency appeared more effective in children with CP (79). For retention , conflicting evidence was also found (74–76,78,79,82): for TDC, two studies found no significant group differences (74,75), while two other studies indicated that reduced frequency was more effective (76,77); for children with motor disabilities, results showed that children with CP (79) and MID (82) performed best with reduced frequency while children with ASD did best with continuous frequency (77). For transfer , no evidence supported either frequency in TDC (74,75,78) (Table 2).…”

Section: Resultsmentioning

confidence: 99%

“…Seven out of 13 studies included 348 inexperienced TDC (72-78), ages ranging from 6 (76,77) to 13 years (78). Seven studies included 195 inexperienced children with motor disabilities (77,(79)(80)(81)(82)(83)(84), ages ranging from 6 (77,80,83) to 18 years (80). Mean ages and SDs were not reported in five studies (75)(76)(77)79,84).…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Seven studies included 195 inexperienced children with motor disabilities (77,(79)(80)(81)(82)(83)(84), ages ranging from 6 (77,80,83) to 18 years (80). Mean ages and SDs were not reported in five studies (75)(76)(77)79,84).…”

Section: Study Characteristicsmentioning

confidence: 99%

See 3 more Smart Citations

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

Veer

¹

,

Verbecque

²

,

Rameckers

³

et al. 2022

Preprint

0

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Aim This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development. Methods Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed. Results Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer. Conclusion More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency. Registration Prospero CRD42021225723

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Interaction of attention type with frequency of feedback on a throwing skill learning in children with autism

Khodadadeh,

Sabaghi,

Ebrahimi

2024

Sport Sci Health

0

View full text Add to dashboard Cite

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

Veer

¹

,

Verbecque

²

,

Rameckers

³

et al. 2022

View full text Add to dashboard Cite

Aim This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development. Methods Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed. Results Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer. Conclusion More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency. Trial registration Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.

show abstract

Effects of Feedback With Different Frequency on Throwing Skill Learning in Children With Autism Spectrum Disorder Compared to Normal Children

Cited by 3 publications

References 46 publications

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

Interaction of attention type with frequency of feedback on a throwing skill learning in children with autism

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

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