Movement pattern components and mastery of an object control skill with error-reduced learning

Capio, Catherine Mamaid; Poolton, Jamie; Eguia, Kathlynne F.; Choi, Cynthia Sin Yi; Masters, Rich S. W.

doi:10.3109/17518423.2016.1140844

Cited by 6 publications

(5 citation statements)

References 25 publications

(36 reference statements)

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“…While the findings of this present study converge with recent related research (e.g, Capio et al., 2016), it is acknowledged that the sample sizes of the compared groups are relatively small, and post hoc power analysis of repeated statistical analysis suggests that power could have been better (i.e. current power is 75%).…”

Section: Discussionsupporting

confidence: 85%

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Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches

Maxwell

Capio

Masters

2016

European Journal of Sport Science

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The benefits of implicit and explicit motor learning approaches in young adults have been studied extensively, but much less in children. This study investigated the relationship between fundamental motor ability and implicit/explicit learning in children using the errorless learning paradigm. First, the motor ability of 261 children (142 boys, 119 girls) aged 9-12 years (M = 9.74, SD = 0.67) was measured. Second, children with motor ability scores in the upper and lower quartile learned a golf-putting skill in either an errorless (implicit) or errorful (explicit) learning condition. Four groups were formed: Errorless High-Ability (n = 13), Errorless Low-Ability (n = 11), Errorful High-Ability (n = 10), and Errorful Low-Ability (n = 11). Learning consisted of 300 practice trials, while testing included a 50-trial retention test, followed by a 50-trial secondary task transfer test, and another 50-trial retention test. The results showed that for high- and low-ability errorless learners, motor performance was unaffected by the secondary task, as was the case for high-ability errorful learners. Low-ability errorful learners performed worse with a secondary task and were significantly poorer than the corresponding high-ability group. These results suggest that implicit motor learning (errorless) may be beneficial for children with low motor ability. The findings also show a trend that children of high motor ability might benefit from learning explicitly (errorful). Further research is recommended to examine the compatibility of implicit and explicit approaches for children of different abilities.

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Section: Discussionsupporting

confidence: 85%

“…Some work has been done, and the errorless learning approach has been found to result in more stable movement performance of children (e.g. Capio, Poolton, Eguia, Choi, & Masters, 2016). This present study adds empirical evidence, highlighting the interaction of the errorless/errorful learning paradigm with motor ability.…”

Section: Discussionmentioning

confidence: 99%

Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches

Maxwell

Capio

Masters

2016

European Journal of Sport Science

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“…The authors failed to measure the FMS of balance as part of their FMS assessment battery, despite the literature indicating balance is an area of weakness for children with ID (Palisano et al 2001;Capio & Rotor 2010). They display lower motor skill proficiency compared with TDC, particularly in the area of balance; as a result of the FMS deficits, they experience as a population (Capio et al 2017). Maïano et al (2019b) recently published a systematic review with a broad research question, examining the FMS of children and adolescents with ID.…”

Section: Introductionmentioning

confidence: 99%

“…They display lower motor skill proficiency compared with TDC, particularly in the area of balance; as a result of the FMS deficits, they experience as a population (Capio et al . 2017).…”

Section: Introductionmentioning

confidence: 99%

Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta‐analysis

Kavanagh

Manninen

Issartel

2023

J intellect Disabil Res

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BackgroundChildren around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta‐analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity.MethodThe meta‐analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R.ResultsThe study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill.ConclusionsFurther investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.

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“…It has been evident that the error-reduced approach could be effective in improving movement skills of young children, especially those with weak motor abilities (Capio et al, 2017; Maxwell et al, 2017). This approach was initially tested in training overhand throwing among 7- to 9-year-old typically developing children (Capio, Poolton, Sit, Holmstrom et al, 2013).…”

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confidence: 99%

Object Control Skills Training for Children With Intellectual Disability: An Implementation Case Study

Capio

Eguia²

2021

Sage Open

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Children with intellectual disability (ID) tend to have difficulty with mastering fundamental movement skills, associated with cognitive deficits that impair skill acquisition. In this case study, motor learning evidence was transformed into an object control skills training program for children with ID in a school context. An implementation framework was used for program design, pilot, and evaluation. Research evidence on error-reduced motor learning was combined with practitioners’ insights to inform the program design. Children with ID in the participant school were allocated to a training or control group for the pilot; object control skills proficiency was the measured outcome. The lead trainer was interviewed and their notes were reviewed for process evaluation. Significant improvements in participants’ object control skills proficiency were found following training. The process evaluation confirmed fidelity and identified implementation factors. The systematically designed application was found beneficial for children with ID. Implementation criteria were identified for future iterations of an error-reduced approach to training movement skills of children with ID.

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Movement pattern components and mastery of an object control skill with error-reduced learning

Cited by 6 publications

References 25 publications

Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches

Interaction between motor ability and skill learning in children: Application of implicit and explicit approaches

Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta‐analysis

Object Control Skills Training for Children With Intellectual Disability: An Implementation Case Study

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