Motor Skill Acquisition in Children with Developmental Coordination Disorder

1994 ◽  
Vol 11 (2) ◽  
pp. 214-235 ◽  
Author(s):  
Cheryl Missiuna
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Developmental Coordination Disorder ◽  
Matched Control ◽  
Motor Skill Acquisition ◽  
Rate Of Learning ◽  
Stages Of Learning ◽  
Coordination Disorder ◽  
Effect Of Age

Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.

Early motor development in infants with moderate or severe bronchopulmonary dysplasia

2021 ◽  
pp. 1-8
Author(s):  
S.B. DeMauro ◽  
M. Burkhardt ◽  
A. Wood ◽  
K. Nilan ◽  
E.A. Jensen ◽  
...  
Keyword(s):  
Bronchopulmonary Dysplasia ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Significant Risk ◽  
High Risk Population ◽  
Targeted Interventions ◽  
Motor Skill Acquisition

BACKGROUND: Timely development of early motor skills is essential for later skill development in multiple domains. Infants with severe bronchopulmonary dysplasia (BPD) have significant risk for developmental delays. Early motor skill development in this population has not been described. The aim of the present study was to characterize motor skill acquisition at 3 and 6 months corrected age (CA) and assess trajectories of skill development over this time period in infants with severe BPD. METHODS: We performed a single-center, retrospective descriptive study. Motor skills were categorized as present and normal, present but atypical, or absent at 3 and 6 months CA. Logistic regression was used to identify clinical characteristics associated with negative trajectories of skill acquisition. RESULTS: Data were available for 232 infants and 187 infants at 3 and 6 months CA, respectively. Ten motor skills were present and normal in 5–44%(range) of subjects at 3 months. Nineteen motor skills were present and normal in 1–63%(range) of subjects at 6 months. Significant postural asymmetry was noted throughout the study period. Loss of skills and worsening asymmetries over time were common. Exposure to sedating medications was significantly associated with poor development. CONCLUSION: We report delays in motor skill acquisition and postural asymmetries in infants with severe BPD at both 3 and 6 months CA. The association between sedating medications and poor development suggests that efforts to limit these exposures may lead to improved development. Targeted interventions to facilitate early motor development may improve outcomes of this high-risk population.

Learning Style Consistency across Cognitive and Motor Settings

1995 ◽  
Vol 81 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Cheryl A. Coker
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Classroom Learning ◽  
Motor Skill Acquisition ◽  
Learning Styles Inventory ◽  
Style Consistency ◽  
Sport Analysis

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

scholarly journals Locomotor play drives motor skill acquisition at the expense of growth: A life history trade-off

2015 ◽  
Vol 1 (7) ◽  
pp. e1500451 ◽  
Author(s):  
Andreas Berghänel ◽  
Oliver Schülke ◽  
Julia Ostner
Keyword(s):  
Life History ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Energy Restriction ◽  
Individual Growth ◽  
Natural Food ◽  
Motor Skill Acquisition ◽  
Surplus Energy ◽  
Assamese Macaques

The developmental costs and benefits of early locomotor play are a puzzling topic in biology, psychology, and health sciences. Evolutionary theory predicts that energy-intensive behavior such as play can only evolve if there are considerable benefits. Prominent theories propose that locomotor play is (i) low cost, using surplus energy remaining after growth and maintenance, and (ii) beneficial because it trains motor skills. However, both theories are largely untested. Studying wild Assamese macaques, we combined behavioral observations of locomotor play and motor skill acquisition with quantitative measures of natural food availability and individual growth rates measured noninvasively via photogrammetry. Our results show that investments in locomotor play were indeed beneficial by accelerating motor skill acquisition but carried sizable costs in terms of reduced growth. Even under moderate natural energy restriction, investment in locomotor play accounted for up to 50% of variance in growth, which strongly contradicts the current theory that locomotor play only uses surplus energy remaining after growth and maintenance. Male immatures played more, acquired motor skills faster, and grew less than female immatures, leading to persisting size differences until the age of female maturity. Hence, depending on skill requirements, investment in play can take ontogenetic priority over physical development unconstrained by costs of play with consequences for life history, which strongly highlights the ontogenetic and evolutionary importance of play.

scholarly journals Fundamental motor skills for 10 and 12 & under tennis players

2016 ◽  
Vol 24 (69) ◽  
Author(s):  
Richard Sackey-Addo ◽  
Javier Pérez ◽  
Miguel Crespo
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Skill Development ◽  
Summary Table ◽  
Tennis Players ◽  
Fundamental Motor Skills ◽  
Motor Skill Acquisition ◽  
Key Concepts ◽  
Motor Skill Development

In this article an overview of the main characteristics of motor skill development for 10 and 12 & under tennis players are presented. Several key concepts related to this crucial area will be introduced and defined. A summary table including several guidelines on fundamental motor skill acquisition for the different stages of development is presented.

Symmetric interlimb transfer of newly acquired skilled movements

2020 ◽  
Vol 124 (5) ◽  
pp. 1364-1376
Author(s):  
Goldy Yadav ◽  
Pratik K. Mutha
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Learning Rate ◽  
Cognitive Mechanisms ◽  
Motor Skill Acquisition ◽  
Task Level

How newly acquired motor skills generalize across effectors is not well understood. Here, we show that newly learned skilled actions transfer symmetrically across the arms and that task-level variability influences learning rate but not transfer magnitude or direction. Interestingly, strategies developed during learning with one arm transfer to the untrained arm. This likely reflects the outcome of learning driven by cognitive mechanisms during the initial stages of motor skill acquisition.

scholarly journals Effects of tDCS on motor learning and memory formation: a consensus and critical position paper

2016 ◽  
Author(s):  
Ethan R Buch ◽  
Emiliano Santarnecchi ◽  
Andrea Antal ◽  
Jan Born ◽  
Pablo A Celnik ◽  
...  
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Primary Motor Cortex ◽  
Open Data ◽  
Individual Variability ◽  
Skill Learning ◽  
Critical Position ◽  
Data Repositories ◽  
Motor Skill Acquisition

AbstractMotor skills are required for activities of daily living. Transcranial direct current stimulation (tDCS) applied in association with motor skill learning has been investigated as a tool for enhancing training effects in health and disease. Here, we review the published literature investigating whether tDCS can facilitate the acquisition and retention of motor skills and adaptation. A majority of reports focused on the application of tDCS with the anode placed over the primary motor cortex (M1) during motor skill acquisition, while some evaluated tDCS applied over the cerebellum during adaptation of existing motor skills. Work in multiple laboratories is under way to develop a mechanistic understanding of tDCS effects on different forms of learning and to optimize stimulation protocols. Efforts are required to improve reproducibility and standardization. Overall, reproducibility remains to be fully tested, effect sizes with present techniques are moderate (up to d= 0.5) (Hashemirad, Zoghi, Fitzgerald, & Jaberzadeh, 2016) and the basis of inter-individual variability in tDCS effects is incompletely understood. It is recommended that future studies explicitly state in the Methods the exploratory (hypothesis-generating) or hypothesis-driven (confirmatory) nature of the experimental designs. General research practices could be improved with prospective pre-registration of hypothesis-based investigations, more emphasis on the detailed description of methods (including all pertinent details to enable future modeling of induced current and experimental replication) and use of post-publication open data repositories. A checklist is proposed for reporting tDCS investigations in a way that can improve efforts to assess reproducibility.

scholarly journals Components of complex movement that can be best studied using the sequence learning paradigm

2020 ◽  
Vol 124 (3) ◽  
pp. 645-647
Author(s):  
Reshma Babu
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Sequence Learning ◽  
Motor Skill ◽  
Learning Paradigm ◽  
Skilled Movement ◽  
Motor Skill Acquisition ◽  
The Brain ◽  
Complex Movement

The sequence learning paradigm has been used extensively to study motor skill acquisition. Skilled movement involves combining smaller elements of the movement in a particular order with certain timing; in sequence learning these are typically button presses, but other motor skills may include more complex elements. This paper reviews recent evidence suggesting the sequence learning paradigm can be used to understand how the brain abstractly represents the ordering of discrete actions in a complex movement.

scholarly journals The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education

2020 ◽  
Vol 12 (15) ◽  
pp. 6147
Author(s):  
Yu-Jy Luo ◽  
Mei-Ling Lin ◽  
Chien-Huei Hsu ◽  
Chun-Chin Liao ◽  
Chun-Chieh Kao
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Student Motivation ◽  
Teaching Strategy ◽  
Learning Motivation ◽  
Motor Skill Acquisition ◽  
Team Game ◽  
Competency Level

Physical education (PE) helps form lifelong learning and exercise habits; therefore, PE courses should be designed to enhance student motivation. Team-game tournaments (TGTs) enable learning in heterogeneous groups and involve positive interdependence, individual accountability, social skills, face-to-face interaction, group processing, and equal opportunities. Therefore, this quasi-experimental pre-test–post-test study investigated the effects of the TGT on learning motivation and motor skills. In this study, 108 students who enrolled in an advanced basketball course from two classes in a Taiwanese university were recruited as participants. Experimental teaching was implemented based on the class patterns, during which the students were divided into experimental and control groups. The control group, consisting of 56 students (46 male and 10 female), received conventional PE. In the TGT experimental group, constituting 52 students (40 male and 12 female), the TGT learning program was implemented. After a 12-week basketball teaching session, the TGT teaching strategy significantly improved student motivation but not motor skill acquisition. Competency level, however, did not significantly affect motivation but was significantly related to motor skill acquisition. Interaction effects between teaching strategy and competency level were non-significant. Despite TGTs enhancing learning motivation, PE teachers are still responsible for teaching rules, knowledge, and skills, engaging team members, and ensuring sufficient time for skill practice.

The Relationship between Sleep Quality, Sleep-Related Biomarkers and Motor Skill Acquisition in People with Multiple Sclerosis: A Pilot Study

2021 ◽  
Author(s):  
Alham Al-Sharman ◽  
Heba Mefleh Al-khazaaleh ◽  
Hanan Khalil ◽  
Ala’ S Aburub ◽  
Khalid El-Salem
Keyword(s):  
Multiple Sclerosis ◽  
Sleep Quality ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Negative Correlation ◽  
Motor Skill ◽  
Significant Negative Correlation ◽  
Enzyme Linked Immunosorbent Assay ◽  
Serotonin Level ◽  
Motor Skill Acquisition

Abstract Objective Neurorehabilitation that involves learning new motor skills is one of the promising clinical methods for motor recovery in people with multiple sclerosis (PwMS); therefore, factors that influence the acquisition of motor skills in PwMS need to be investigated. Sleep disturbances are common in PwMS; however, no study has investigated the effect of sleep and sleep-related biomarkers on skill acquisition in PwMS. This study aimed to examine the effect of sleep and sleep-related biomarkers on motor acquisition in PwMS. Methods Forty participants with MS and 40 controls were recruited in this study. To assess motor acquisition, each participant was asked to perform a novel game through a virtual reality (VR) system 5 times (blocks). The main outcome measures for each block were the required time to complete the VR game and the recorded errors. The difference in scores between block 5 and block 1 for both outcomes was considered to represent motor skill acquisition. Sleep was assessed by self-report using the Pittsburgh Sleep Quality Index (PSQI) and objectively using sleep monitor technology. Serotonin level was assessed using means of enzyme-linked immunosorbent assay (ELISA) using plasma samples. Results There were significant positive correlations in both groups between motor skill acquisition and PSQI score. In PwMS, significant negative correlation between motor skill acquisition and sleep efficiency and significant positive correlation between motor skill acquisition and sleep latency were also observed. Interestingly, a significant negative correlation was observed between motor skill acquisition and the plasma serotonin level in both groups. Most of these correlations remained significant after controlling for disease severity, fatigue, baseline performance, and cognitive status. Conclusions Sleep quality may influence motor skill acquisition in PwMS. Circulatory serotonin level might explain this relationship. Impact Physical therapists are encouraged to be aware of sleep quality and sleep assessment. Sleep management strategies should be considered when treating PwMS.

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