Motor Learning: An Analysis of 100 Trials of a Ski Slalom Game in Children with and without Developmental Coordination Disorder

• Published in: PloS one 2015-10, Vol.10 (10), p.e0140470-e0140470
• Main Authors: Smits-Engelsman, Bouwien C M, Jelsma, Lemke Dorothee, Ferguson, Gillian D, Geuze, Reint H
• Format: Article
• Language: English
• Subjects: Analysis; Apraxia; Child; Children; Computer & video games; Coordination; Downhill skiing; Humans; Influence; Learning; Motor skill learning; Motor Skills; Motor Skills Disorders - diagnosis; Motor Skills Disorders - physiopathology; Motor Skills Disorders - psychology; Neurodevelopmental disorders; Psychological aspects; Task Performance and Analysis; Training; Video Games
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0140470

Although Developmental Coordination Disorder (DCD) is often characterized as a skill acquisition deficit disorder, few studies have addressed the process of motor learning. This study examined learning of a novel motor task; the Wii Fit ski slalom game. The main objectives were to determine: 1) whether learning occurs over 100 trial runs of the game, 2) if the learning curve is different between children with and without DCD, 3) if learning is different in an easier or harder version of the task, 4) if learning transfers to other balance tasks. 17 children with DCD (6-10 years) and a matched control group of 17 typically developing (TD) children engaged in 20 minutes of gaming, twice a week for five weeks. Each training session comprised of alternating trial runs, with five runs at an easy level and five runs at a difficult level. Wii scores, which combine speed and accuracy per run, were recorded. Standardized balance tasks were used to measure transfer. Significant differences in initial performance were found between groups on the Wii score and balance tasks. Both groups improved their Wii score over the five weeks. Improvement in the easy and in the hard task did not differ between groups. Retention in the time between training sessions was not different between TD and DCD groups either. The DCD group improved significantly on all balance tasks. The findings in this study give a fairly coherent picture of the learning process over a medium time scale (5 weeks) in children novice to active computer games; they learn, retain and there is evidence of transfer to other balance tasks. The rate of motor learning is similar for those with and without DCD. Our results raise a number of questions about motor learning that need to be addressed in future research.