Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review
IntroductionChildren with developmental coordination disorder (DCD) have difficulties with learning and performing physical tasks. It is well known that task-specific practice is effective in improving motor skills. Additional feedback during practice may function as a quality improvement mechanism...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-04-01
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| Series: | Frontiers in Pediatrics |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fped.2024.1327445/full |
| _version_ | 1827277857610530816 |
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| author | Ellana Welsby Brenton Hordacre David Hobbs David Hobbs Joanne Bouckley Emily Ward Susan Hillier |
| author_facet | Ellana Welsby Brenton Hordacre David Hobbs David Hobbs Joanne Bouckley Emily Ward Susan Hillier |
| author_sort | Ellana Welsby |
| collection | DOAJ |
| description | IntroductionChildren with developmental coordination disorder (DCD) have difficulties with learning and performing physical tasks. It is well known that task-specific practice is effective in improving motor skills. Additional feedback during practice may function as a quality improvement mechanism and therefore enhance motor skill outcomes.AimsTo investigate the effect of different forms of feedback on motor learning and motor performance in children with DCD.MethodsA systematic review was conducted (registration CRD42020175118) to investigate the effectiveness of different types of feedback, compared to other forms of feedback, or no additional feedback, on motor learning and motor performance outcomes in children with DCD. The search was run across six electronic databases (last search January 2024). Two reviewers independently screened studies for inclusion, assessed the quality of included studies, and extracted relevant data. A narrative synthesis was performed and included studies that assessed motor learning and/or performance outcomes following an intervention that delivered a specific form of feedback in comparison to another form of feedback or no specific feedback.Results14 articles from 13 trials were included in this review. Feedback was delivered by providing various forms of feedback, including: knowledge of results, focus of attention and augmented feedback delivered via technology. No significant differences were found between different forms of feedback for motor learning or performance outcomes for children with DCD. Interventions that used technology (with augmented feedback) to deliver the intervention were found to be as effective as traditional therapy. All groups who participated in therapy, regardless of the presence or type of feedback received, improved in overall scores on a motor performance outcome assessment.ConclusionDespite the clear rationale for using feedback-oriented interventions for children with DCD, there is surprisingly limited and low-quality research. There is no clear evidence that one form of feedback is more effective than another, although it appears that feedback delivered via technology may be as effective as feedback delivered in traditional therapy interventions for children with DCD. Further exploration is required from appropriately powered and well-designed trials.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=175118, identifier (CRD42020175118). |
| first_indexed | 2024-04-24T07:43:26Z |
| format | Article |
| id | doaj.art-5025856725724c528228c0d9e456326e |
| institution | Directory Open Access Journal |
| issn | 2296-2360 |
| language | English |
| last_indexed | 2024-04-24T07:43:26Z |
| publishDate | 2024-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Pediatrics |
| spelling | doaj.art-5025856725724c528228c0d9e456326e2024-04-19T05:08:55ZengFrontiers Media S.A.Frontiers in Pediatrics2296-23602024-04-011210.3389/fped.2024.13274451327445Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic reviewEllana Welsby0Brenton Hordacre1David Hobbs2David Hobbs3Joanne Bouckley4Emily Ward5Susan Hillier6Innovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaInnovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaInnovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaCollege of Science and Engineering, Medical Device Research Institute, Flinders University, Adelaide, SA, AustraliaInnovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaInnovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaInnovation, Implementation, and Clinical Translation (IIMACT) in Health, Allied Health & Human Performance, University of South Australia, Adelaide, SA, AustraliaIntroductionChildren with developmental coordination disorder (DCD) have difficulties with learning and performing physical tasks. It is well known that task-specific practice is effective in improving motor skills. Additional feedback during practice may function as a quality improvement mechanism and therefore enhance motor skill outcomes.AimsTo investigate the effect of different forms of feedback on motor learning and motor performance in children with DCD.MethodsA systematic review was conducted (registration CRD42020175118) to investigate the effectiveness of different types of feedback, compared to other forms of feedback, or no additional feedback, on motor learning and motor performance outcomes in children with DCD. The search was run across six electronic databases (last search January 2024). Two reviewers independently screened studies for inclusion, assessed the quality of included studies, and extracted relevant data. A narrative synthesis was performed and included studies that assessed motor learning and/or performance outcomes following an intervention that delivered a specific form of feedback in comparison to another form of feedback or no specific feedback.Results14 articles from 13 trials were included in this review. Feedback was delivered by providing various forms of feedback, including: knowledge of results, focus of attention and augmented feedback delivered via technology. No significant differences were found between different forms of feedback for motor learning or performance outcomes for children with DCD. Interventions that used technology (with augmented feedback) to deliver the intervention were found to be as effective as traditional therapy. All groups who participated in therapy, regardless of the presence or type of feedback received, improved in overall scores on a motor performance outcome assessment.ConclusionDespite the clear rationale for using feedback-oriented interventions for children with DCD, there is surprisingly limited and low-quality research. There is no clear evidence that one form of feedback is more effective than another, although it appears that feedback delivered via technology may be as effective as feedback delivered in traditional therapy interventions for children with DCD. Further exploration is required from appropriately powered and well-designed trials.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=175118, identifier (CRD42020175118).https://www.frontiersin.org/articles/10.3389/fped.2024.1327445/fulldevelopmental coordination disorder (DCD)motor performancemotor learninginternal feedbackexternal feedbackaugmented feedback |
| spellingShingle | Ellana Welsby Brenton Hordacre David Hobbs David Hobbs Joanne Bouckley Emily Ward Susan Hillier Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review Frontiers in Pediatrics developmental coordination disorder (DCD) motor performance motor learning internal feedback external feedback augmented feedback |
| title | Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review |
| title_full | Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review |
| title_fullStr | Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review |
| title_full_unstemmed | Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review |
| title_short | Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review |
| title_sort | evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder a systematic review |
| topic | developmental coordination disorder (DCD) motor performance motor learning internal feedback external feedback augmented feedback |
| url | https://www.frontiersin.org/articles/10.3389/fped.2024.1327445/full |
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