scholarly journals Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory

2018 ◽  
Vol 62 ◽  
pp. 211-220 ◽  
Author(s):  
Sandra J.M. van Cappellen – van Maldegem ◽  
Femke van Abswoude ◽  
Hilde Krajenbrink ◽  
Bert Steenbergen
Keyword(s):  
Working Memory ◽  
Motor Learning ◽  
Developmental Coordination Disorder ◽  
Focus Of Attention ◽  
Coordination Disorder

scholarly journals Focus of Attention in Children's Motor Learning: Examining the Role of Age and Working Memory

2016 ◽  
Vol 48 (6) ◽  
pp. 527-534 ◽  
Author(s):  
J. E. A. Brocken ◽  
E. C. Kal ◽  
J. van der Kamp
Keyword(s):  
Working Memory ◽  
Motor Learning ◽  
Focus Of Attention

scholarly journals Motor learning and movement automatization in typically developing children: The role of instructions with an external or internal focus of attention

2018 ◽  
Vol 60 ◽  
pp. 183-190 ◽  
Author(s):  
Hilde Krajenbrink ◽  
Femke van Abswoude ◽  
Sanne Vermeulen ◽  
Sandra van Cappellen ◽  
Bert Steenbergen
Keyword(s):  
Motor Learning ◽  
Focus Of Attention ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Internal Focus

scholarly journals Attentional and executive functions in children and adolescents with developmental coordination disorder and the influence of comorbid disorders: A systematic review of the literature

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252043
Author(s):  
Catherine Lachambre ◽  
Mélodie Proteau-Lemieux ◽  
Jean-François Lepage ◽  
Eve-Line Bussières ◽  
Sarah Lippé
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Executive Functions ◽  
Developmental Coordination Disorder ◽  
Neurodevelopmental Disorder ◽  
Verbal Working Memory ◽  
Therapeutic Interventions ◽  
Comorbid Disorders ◽  
Review Of The Literature ◽  
Coordination Disorder

Developmental coordination disorder (DCD) is a neurodevelopmental disorder affecting primarily motor skills, but attentional and executive impairments are common in affected individuals. Moreover, the presence of neurodevelopmental comorbidities is frequent in this population, which certainly influences the cognitive profile of the children concerned. Previous studies have reported deficits in visuospatial/nonverbal and planning tasks. This systematic review of the literature aims to determine if impairments can be found in other attentional and executive functions as well. The type of cognitive tasks, the tasks’ modality (verbal/nonverbal), and the influence of comorbid disorders on attentional and executive profiles are systematically considered. Forty-one studies were identified through the PubMed/Medline and PsycINFO databases according to pre-established eligibility criteria. The results reveal weaknesses in inhibitory control, working memory, planning, nonverbal fluency, and general executive functioning in children with DCD. The presence of comorbid disorders seemingly contributes to the verbal working memory difficulties findings. This review contributes to a better understanding of the cognitive impairments in DCD and of the needs of children with this disorder, allowing to optimize practitioners’ therapeutic interventions.

Chipping in on the role of conscious processing during children's motor learning by analogy

2019 ◽  
Vol 14 (3) ◽  
pp. 383-392 ◽  
Author(s):  
Tina van Duijn ◽  
Simon Thomas ◽  
Rich SW Masters
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Motor Learning ◽  
Teaching Method ◽  
Learning By Analogy ◽  
Lower Load ◽  
Conscious Processing ◽  
Conscious Control

The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.

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