Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

Improving the acquisition and retention of a new motor skill is of great importance. The present study (i) investigated the effects of difficulty manipulation strategies (gradual difficulty), combined with different modalities of feedback (FB) frequency on performance accuracy and consistency when learning a novel fine motor coordination task, and (ii) examined relationships between novel fine motor task performance and executive function (EF), working memory (WM), and perceived difficulty (PD). Thirty-six, right-handed, novice physical education students volunteered to participate in this study. Participants were divided into three progressive difficulty groups (PDG), 100% visual FB (FB1), 50% FB (FB2), and 33% FB (FB3). Progressive difficulty was increased by the manipulation of the distance to the target; 2 m, 2.37 m, and 3.56 m. Three FB modalities were investigated (i.e.: 100% visual FB (100% FB), 50% reduced feedback condition (50% RFB), and 33% reduced feedback conditions (33% RFB)). Performance assessments were conducted following familiarization, acquisition, and retention learning phases. Two stress-conditions of dart throws were investigated (i.e.: free condition (FC) and time pressure condition (TPC)). After the learning intervention, data showed that, under the free condition, the 100% FB group had a significant improvement in accuracy during all learning phases. Under time pressure condition, for the 50% RFB and the 33% RFB group, the measured variable (accuracy and consistency) showed a significant linear improvement in performance. The association between the percentage of RFB frequencies and the task difficulty (50% group) may be a more appropriate and manageable cognitive load compared to the 33% RFB and the 100% FB group. The present findings could have practical implications for practitioners because, while strategies are clearly necessary for improving learning, the efficacy of the process appears to be essentially based on the characteristics of the learners.

Upaya Pengembangan Stimulus Motorik Halus Pada Anak Retardasi Mental Kategori Sedang

Mental retardation children's abilities need to be stimulated related to motor skills in order to be able to skillfully use hand coordination. Cross stitch is a medium that is currently developed not only as an art but as a fine motor stimulus for children. Community Service Activities are carried out at Putera Asih SLB Students in Kediri City. The activity begins with the provision of health education to teachers then the service team teaches Cross Static students. From 21 students there were 17 people who needed full assistance, and 4 of them were partially assisted. Some students bring tools home to practice with their parents and family. In the final activity of this service, the preparation of tools is assisted by devotees and teachers. At this stage, students who are fully assisted are 15 people and 6 people are partially assisted. Cross stitch activity is one of the activities that can stimulate fine motor development. These activities will be able to flex the fingers, improve the ability of fine motor coordination and increase brain stimulus for students with special needs.

Application of promising means of adaptive physical education among children with cerebral palsy in the process of corrective education

For the first time, we ranked effective means of adaptive physical education used in corrective education of children of primary school age with cerebral palsy using indicators of total motor density and fine motor coordination. The purpose of the work is to study the influence of hippotherapy, swimming, fixation massage with ontogenetic gymnastics on the motor activity of children with cerebral palsy 8–10 years old in the process of adaptive physical education. To achieve the goal, we determined parameters of total motor activity and fine motor coordination among children with cerebral palsy aged 8–10 years. We investigated the parameters studied using the Longitud computer program. We revealed that the most effective and promising means of adaptive physical education among children with cerebral palsy in the development of general motor activity and fine motor coordination is fixation massage with ontogenetic gymnastics. We noted that as a result of the use of fixation massage with ontogenetic gymnastics, children with cerebral palsy improved their overall motor development by an average of 22.5 %, and fine motor coordination by 25.6 %.