Effect of practice on learning a balance task in children, adolescents, and young adults
BackgroundA lower developmental stage of the postural control system in childhood compared to adolescence and adulthood was reported in numerous studies and suggests differences (i.e., less improvements in children than in adolescents and young adults due to the immature postural control system) dur...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.989645/full |
| _version_ | 1798028223861227520 |
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| author | Thomas Muehlbauer Dennis Brueckner Simon Schedler |
| author_facet | Thomas Muehlbauer Dennis Brueckner Simon Schedler |
| author_sort | Thomas Muehlbauer |
| collection | DOAJ |
| description | BackgroundA lower developmental stage of the postural control system in childhood compared to adolescence and adulthood was reported in numerous studies and suggests differences (i.e., less improvements in children than in adolescents and young adults due to the immature postural control system) during learning a balance task. Therefore, the present study examined the effect practice on learning (i.e., retention and transfer) a balance task in healthy children, adolescents, and young adults.MethodsHealthy children (n = 32, 8.5 ± 0.5 years), adolescents (n = 30, 14.6 ± 0.6 years), and young adults (n = 28, 24.3 ± 3.3 years) practiced balancing on a stabilometer (i.e., to keep the platform as close to horizontal as possible) for 2 days. On the third day, learning was assessed using a retention (i.e., balance task only) and a transfer (i.e., balance task plus concurrent motor interference task) test. The root-mean-square-error (RMSE) was calculated and used as outcome measures.ResultsOver the course of practice, significant improvements (p < 0.001) were detected in favor of children and young adults. However, neither the retention nor the transfer test showed significant group differences.ConclusionOur findings indicate that learning a balance task did not seem to be influenced by the developmental stage of the postural control system. |
| first_indexed | 2024-04-11T19:04:26Z |
| format | Article |
| id | doaj.art-b730e317e1b2437780c714a351563764 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T19:04:26Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-b730e317e1b2437780c714a3515637642022-12-22T04:07:50ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-10-011310.3389/fpsyg.2022.989645989645Effect of practice on learning a balance task in children, adolescents, and young adultsThomas MuehlbauerDennis BruecknerSimon SchedlerBackgroundA lower developmental stage of the postural control system in childhood compared to adolescence and adulthood was reported in numerous studies and suggests differences (i.e., less improvements in children than in adolescents and young adults due to the immature postural control system) during learning a balance task. Therefore, the present study examined the effect practice on learning (i.e., retention and transfer) a balance task in healthy children, adolescents, and young adults.MethodsHealthy children (n = 32, 8.5 ± 0.5 years), adolescents (n = 30, 14.6 ± 0.6 years), and young adults (n = 28, 24.3 ± 3.3 years) practiced balancing on a stabilometer (i.e., to keep the platform as close to horizontal as possible) for 2 days. On the third day, learning was assessed using a retention (i.e., balance task only) and a transfer (i.e., balance task plus concurrent motor interference task) test. The root-mean-square-error (RMSE) was calculated and used as outcome measures.ResultsOver the course of practice, significant improvements (p < 0.001) were detected in favor of children and young adults. However, neither the retention nor the transfer test showed significant group differences.ConclusionOur findings indicate that learning a balance task did not seem to be influenced by the developmental stage of the postural control system.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.989645/fullpostural controlskill acquisitionretentiontransfergrowthdevelopment |
| spellingShingle | Thomas Muehlbauer Dennis Brueckner Simon Schedler Effect of practice on learning a balance task in children, adolescents, and young adults Frontiers in Psychology postural control skill acquisition retention transfer growth development |
| title | Effect of practice on learning a balance task in children, adolescents, and young adults |
| title_full | Effect of practice on learning a balance task in children, adolescents, and young adults |
| title_fullStr | Effect of practice on learning a balance task in children, adolescents, and young adults |
| title_full_unstemmed | Effect of practice on learning a balance task in children, adolescents, and young adults |
| title_short | Effect of practice on learning a balance task in children, adolescents, and young adults |
| title_sort | effect of practice on learning a balance task in children adolescents and young adults |
| topic | postural control skill acquisition retention transfer growth development |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.989645/full |
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