The Effect of Explicit and Implicit Practice Schedule on Learning of Motor Skill in Children with Cerebral Palsy Spastic Hemiplegia

The aim of this study was to determine the effect of explicit and implicit training arrangements on acquisition and learning of motor skills in children with cerebral palsy spastic hemiplegia. From nearly 2500 students with cerebral palsy in special cases schools (Disabled children) in Tehran, 40 right-handed patients with symptoms of cerebral palsy aged 7-13 years as accessible samples and to evaluate acquisition, retention, secondary task and transfer randomly in four groups’ blocked, random, errorless learning and equipment modificatin were divided. All stages of the research process were conducted under the supervision of the occupational therapist. The one-way analysis of variance (ANOVA) with repeated measurements showed that the main effect of the group was significant at all stages (P<0.05). In fact, in groups with errorless learning, equipment modification in the stages of the acquisition, secondary task and transfer. General conclusions of the present study the use of methods errorless learning and modified equipment placed fewer demands on working memory during performance of a skill, which implies that it encourages an implicit mode of learning. Overall, this thesis contributes to the small but growing literature examining implicitmotor learning in children and increases our understanding of the influence that working memory has on the acquisition of motor skills. In general, the present study increases the understanding of the effects of implicit arrangeentmon acquisition and learning of motor skills, and confired the theory of reinvestment.