Effect of Verbal Feedback Frequency on Motor Performance and Learning in Children with Developmental Coordination Disorder

Document Type : Original article

Authors

1 Department of Physical ٍeducation and Sport Sciences, Islamic Azad University of Khorasgan Branch

2 Department of Physical education and Sport Sciences, Isfahan University

3 Physical Education and Sport sciences, Department, Ferdowsi University of Mashhad

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. 

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 6, Issue 1
March and April 2017
Pages 83-92

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History

  • Receive Date: 07 December 2015
  • Revise Date: 02 April 2016
  • Accept Date: 23 April 2016
  • First Publish Date: 21 March 2017

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