Volume 20, Issue 3 (Autumn 2018)                   2018, 20(3): 67-88 | Back to browse issues page

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Nazari Kavandi S, Saberi Khakhki A, Taheri H, Salsali S, Beik M. The effect of explicit and implicit practice schedule on learning of motor skill in Children with cerebral palsy spastic hemiplegia. Advances in Cognitive Science. 2018; 20 (3) :67-88
URL: http://icssjournal.ir/article-1-796-en.html
1- Ph.D. Candidate of Motor Learning, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Associate Professor of motor behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
3- professor of motor behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Iran
4- M.A of motor behavior at Tehran University, Tehran, Iran
5- Ph.D student of motor learning, Faculty of sport sciences, Ferdowsi University of Mashhad, Iran
Abstract:   (166 Views)

Introduction The aim of this study was to determine the effect of explicit and implicit training arrangements on acquisition and learning of motor skills in children with cerebral palsy spastic hemiplegia. Methods: The statistical society of the research consisted of all students of the exceptional schools of Tehran.  From this communityو  40 students’ right-handed patients with symptoms of cerebral palsy aged 7-13 years as accessible samples  were selected and  randomly divided into four groups of blocked, random, errorless learning and scaling equipment  The research phases includes acquisition, retention, dual task and transfer randomly in four groups’ were divided and was conducted under the supervision of the occupational therapist. Results: The one-way analysis of variance (ANOVA) with repeated measureents showed that the main effect of the group was significant at all phases (P <0.05). In fact, implicit practice arrangements (erroless, scaling equipment) in the phases of acquisition, retention, dual task, and transfer significantly outperformed than the explicit (blocked and random) practice methods.
Conclusion: General conclusions of the present study the use of methods errorless learning and modified equipment placed fewer demands on working memory during performance of a skill, which implies that it encourages an implicit mode of learning. The overall conclusion of this study is that the use of implicit practice arrangement reduces the role of working memory in the early stages of motor learning in children with hemiplegic cerebral palsy. In general, the current study increases our understanding regarding implicit learning approaches affecting acquisition and motor learning, confirming the reinvestment theory.

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Type of Study: Research | Subject: Special
Received: 2017/06/20 | Accepted: 2018/01/9 | Published: 2018/11/15

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