Effect of Different Levels of Contextual Interference of Training (Blocked and Random Practice) on Sensory-Motor Functions in Children with Developmental Coordination Disorder (DCD)

Document Type : Original article

Authors

1 Ph.D student of Motor Development, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran

2 Professor, Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran

3 Ph.D student of Motor Learning, Faculty of Physical Education and Sport Science, Urmia University, Urmia, Iran

Abstract

Background and Aims: Developmental Coordination Disorders (DCD) is one of the most common disorders affecting 5-8 year-old children. The purpose of the present study was to investigate the effects of training and different background interference (blocked and random practice) on sensory-motor functions in children with growth coordination disorder aged 6-9 years in Mashhad city.
Materials and Methods: Among all children with growth coordination disorder in Mashhad, 45 were selected using screening tests (Developmental Coordination Disorder Questionnare, IQ). After completing Conner neuropsychological testing questionnaire as pre-test, they were randomly divided into three groups of 15: block practice, random practice, and control groups. The three groups performed the relvant trainings for 8 weeks (3 sessions per week, each session 45 minutes). Then, post-test, i.e. Connors neuropsychological questionnaire was administered. Shapiro Wilk test was used to check the normality and t-test and analysis of covariance (ANCOVA) were run to determine intra-group and inter-group differences, respectively.
Results: The results showed that there is a significant difference between pre-test and post-test scores in the two groups' study variables. However, no significant difference was observed between the mean scores of pre-test and post-test for control group. The findings also showed that there is a significant difference between the two groups with different training contextualinterferences. Also, the training group with more background interference was observed to have further improvement in sensory-motor functions after training (P=0/04).
Conclusion: However, it can be concluded that training with more background interference can further improve sensory-motor functions in children with developmental coordination disorder.

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 7, Issue 3
September and October 2018
Pages 48-58

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History

  • Receive Date: 08 July 2017
  • Revise Date: 20 September 2017
  • Accept Date: 22 November 2017
  • First Publish Date: 23 September 2018

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