Effect of Verbal Feedback Frequency on Motor Performance and Learning in Children with Developmental Coordination Disorder
Abstract:
Background And Aim
Motor skill learning is one of the main problems in children with Developmental Coordination Disorder (DCD). Since the prevalence of this disorder among children is considerable, the present study was conducted to determine the effect of verbal feedback frequency on the learning of throwing skill in children with DCD.
Materials And Methods
The study population consisted of 5 to 7 year old students (boys and girls, N=40) with DC living in Shahr-e-Kord, who voluntarily participated in the study. In the present quasi-experimental investigation, consisting of a pretest-posttest design, the participants were randomly distributed into four groups: feedback of %100 (n= 10), feedback of %50 (n= 10), the feedback reducer (n= 10), and controls (n=10). Data was collected using the Developmental Coordination Disorder Diagnostic Questionnaire (DCDQ’7) and children throwing accuracy test of Chiviancowsy and ANOVA, repeated measures ANOVA, and LSD post hoc test were used for data analysis (α=0.05).
Results
The results showed that the various methods of feedback frequency had different significant effects on motor skill learning in the participants (F=9.402, P=0.001). Moreover, it was found that 50% feedback frequency had the best effect on motor skill learning (P>0.01).
Conclusion
The results confirmed the guidance hypothesis. Therefore, it is recommended that % 50 frequency feedbacks be used for teaching throwing skills to children with DCD.
Language:
Persian
Published:
Scientific Journal of Rehabilitation Medicine, Volume:6 Issue: 1, 2017
Pages:
83 to 92
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