Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy

Hemayattalab, Rasool; Arabameri, Elahe; Pourazar, Morteza; Ardakani, Mojtaba Dehestani; Kashefi, Mojtaba

doi:10.1016/j.ridd.2013.05.008

Cited by 32 publications

(77 citation statements)

References 26 publications

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“…Three studies compared two or more task-specific interventions including one RCT (level II) 32 and two comparative studies (level III). 34 35 Two studies 32 34 compared the effect of TST programmes with different feedback conditions on a throwing task ( table 1 ). The throwing task training was informed by motor learning principles but was not goal-directed ( table 3 ).…”

Section: Resultsmentioning

confidence: 99%

Task-specific gross motor skills training for ambulant school-aged children with cerebral palsy: a systematic review

Toovey

Bernie

Harvey

et al. 2017

bmjpo

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ObjectivesThe primary objective is to systematically evaluate the evidence for the effectiveness of task-specific training (TST) of gross motor skills for improving activity and/or participation outcomes in ambulant school-aged children with cerebral palsy (CP). The secondary objective is to identify motor learning strategies reported within TST and assess relationship to outcome.DesignSystematic review.MethodRelevant databases were searched for studies including: children with CP (mean age >4 years and >60% of the sample ambulant); TST targeting gross motor skills and activity (skill performance, gross motor function and functional skills) and/or participation-related outcomes. Quality of included studies was assessed using standardised tools for risk of bias, study design and quality of evidence across outcomes. Continuous data were summarised for each study using standardised mean difference (SMD) and 95% CIs.ResultsThirteen studies met inclusion criteria: eight randomised controlled trials (RCTs), three comparative studies, one repeated-measures study and one single-subject design study. Risk of bias was moderate across studies. Components of TST varied and were often poorly reported. Within-group effects of TST were positive across all outcomes of interest in 11 studies. In RCTs, between-group effects were conflicting for skill performance and functional skills, positive for participation-related outcomes (one study: Life-HABITS performance SMD=1.19, 95% CI 0.3 to 2.07, p<0.001; Life-HABITS satisfaction SMD=1.29, 95% CI 0.40 to 2.18, p=0.001), while no difference or negative effects were found for gross motor function. The quality of evidence was low-to-moderate overall. Variability and poor reporting of motor learning strategies limited assessment of relationship to outcome.ConclusionsLimited evidence for TST for gross motor skills in ambulant children with CP exists for improving activity and participation-related outcomes and recommendations for use over other interventions are limited by poor study methodology and heterogeneous interventions.RegistrationPROSPERO ID42016036727

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Section: Resultsmentioning

confidence: 99%

Task-specific gross motor skills training for ambulant school-aged children with cerebral palsy: a systematic review

Toovey

Bernie

Harvey

et al. 2017

bmjpo

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“…For example, Janelle et al ( 18 ) were the first in the self-controlled feedback research, Wulf and Toole ( 19 ) and Wulf et al ( 29 ) by using a skiing simulator, Chiviacowsky and Wulf ( 17 ) by using scheduling task with particular sequence, and Wulf et al ( 30 ) in learning jump shot in basketball were used for comparison ( 31 - 34 ). Also, the advantages of self-controlled feedback support by Hemayattalab et al ( 22 ) research were compared to the experimenter feedback control. Also, comparison of the two groups (self-controlled and experimenter control) in the acquisition phase showed that there was no significant difference between groups and both groups have significant progress in this step.…”

Section: Discussionmentioning

confidence: 99%

“…The four quadrants represent long, short, left or straightforward throwing, also to determine the accuracy of throwing we used the words “near” and “far”, so that “near” means the circle of radius 10 to 50 cm and the “far” mean the circle of 60 to 90 cm radius. For example, if the ball hit the circle in left and 80 points, thus giving feedback will be “left-far”; If the ball hit the circle of 10 cm radius, subjects will be informed that the throwing has done quite well ( 22 ).…”

Section: Methodsmentioning

confidence: 99%

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Comparing the Effects of Self-Controlled and Examiner-Controlled Feedback on Learning in Children With Developmental Coordination Disorder

Zamani

Fatemi

Soroushmoghadam

2015

Iran J Psychiatry Behav Sci

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Background:Feedback can improve task learning in children with developmental coordination disorder (DCD). However, the frequency and type of feedback may play different role in learning and needs to more investigations.Objectives:The aim of this study was to evaluate the acquisition and retention of new feedback skills in children with DCD under different frequency of self-control and control examiner feedback.Materials and Methods:In this quasi-experimental study with pretest-posttest design, participants based on their retention were divided into four feedback groups: self-controlled feedback groups with frequencies of 50% and75%, experimenter controls with frequencies of 50% and 75%. The study sample consisted of 24 boys with DCD aged between 9 to 11 years old in Ahvaz City, Iran. Then subjects practiced 30 throwing (6 blocks of 5 attempts) in eighth session. Acquisition test immediately after the last training session, and then the retention test were taken. Data were analyzed using the paired t-test, ANOVA and Tukey tests.Results:The results showed no significant difference between groups in the acquisition phase (P > 0.05). However,in the retention session, group of self-control showed better performance than the control tester group (P < 0.05).Conclusions:Based on the current findings, self-control feedback with high frequency leads to more learning in DCD children. The results of this study can be used in rehabilitation programs to improve performance and learning in children with DCD.

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“…This intensity is supported by motor learning literature, in particular the benefits of repetitive practice in the skill acquisition phase. 27 This intensity allows for repetitive practice, 18 including repetitive practice in the home environment following the programme and has been supported by parent evaluation of the intensive programme delivered as part of the pilot case series. 21 Breaks from physical activity will be offered at least every 30 min and families can request additional rests.…”

Section: Methods and Analysismentioning

confidence: 99%

Bike skills training for children with cerebral palsy: protocol for a randomised controlled trial

et al. 2018

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IntroductionTwo-wheel bike riding can be a goal for children with cerebral palsy (CP) and a means of participating in physical activity. It is possible for some children with CP to ride a two-wheel bike; however, currently far fewer can ride compared with their typically developing peers. Evidence supports training targeted towards goals of the child with CP and their family; yet there is little evidence to guide best-practice bike skills training. Task-specific training may lead to attainment of two-wheel bike-specific goals. This study aims to determine if a novel task-specific approach to training two-wheel bike skills is more effective than a parent-led home programme for attaining individualised two-wheel bike-specific goals in independently ambulant children with CP aged 6–15 years.Methods and analysisSixty eligible children with CP (Gross Motor Function Classification System levels I–II) aged 6–15 years with goals relating to riding a two-wheel bike will be randomised to either a novel task-specific centre-based group programme (intervention) or a parent-led home-based programme (comparison), both involving a 1-week intervention period. The primary outcome is goal attainment in the week following the intervention period (T1). Secondary outcomes include: goal attainment and participation in physical activity at 3 months postintervention (T2) and bike skills, attendance and involvement in bike riding, self-perception and functional skills at T1 and T2. Economic appraisal will involve cost-effectiveness and cost-utility analyses. Adherence of clinicians and parents to the intervention and comparison protocols will be assessed. Linear and logistic regression will be used to assess the effect of the intervention, adjusted for site as used in the randomisation process.Ethics and disseminationThis study was approved by the Human Research and Ethics Committees at The Royal Children’s Hospital (#36209). Results will be disseminated via peer-reviewed publications and conference presentations.Trial registration numberNCT03003026; Pre-results.

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Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy

Cited by 32 publications

References 26 publications

Task-specific gross motor skills training for ambulant school-aged children with cerebral palsy: a systematic review

Task-specific gross motor skills training for ambulant school-aged children with cerebral palsy: a systematic review

Comparing the Effects of Self-Controlled and Examiner-Controlled Feedback on Learning in Children With Developmental Coordination Disorder

Bike skills training for children with cerebral palsy: protocol for a randomised controlled trial

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