Learning better by repetition or variation? Is transfer at odds with task specific training?
Learning better by repetition or variation? Is transfer at odds with task specific training?
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DOI：
10.1371/journal.pone.0174214
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Smits-Engelsman BC
中科院分区：
文献类型：
--
作者：
Bonney E;Jelsma LD;Ferguson GD;Smits-Engelsman BC
运动技能迁移是康复实践中运动训练的最终目标。在患有发育协调障碍(DCD)的儿童中，人们对技能是如何从训练环境转移到现实生活环境中的知之甚少。在这项研究中，我们考察了两种类型的练习对在虚拟现实(VR)环境中获得的运动技能迁移的影响。111名DCD儿童和他们的典型发育(TD)同龄人，年龄6-10岁(男性=8.0SD=1.0)，被随机分配到变量组(n=56)和重复练习组(n=55)。重复练习的参与者在5周的时间里每周玩两次相同的运动游戏(滑雪激流回旋)，持续20分钟，而可变组的参与者玩10种不同的游戏。在训练前和训练5周后对平衡任务(跳跃)、奔跑和敏捷任务、球技能和功能活动等运动技能进行评估。方差重复测量表明，无论他们被分配到哪种练习类型，DCD和TD儿童都以完全相同的速度表现出对现实生活技能的迁移效果，其中相同和不相同的元素。基于这些发现，我们得出结论，对于TD和DCD儿童来说，在VR环境中获得的运动技能以相似的比例迁移到现实世界中。所采用的练习类型似乎不会影响儿童将在运动游戏中获得的技能转移到生活情景中的能力，但相同元素的数量会影响。
Transfer of motor skills is the ultimate goal of motor training in rehabilitation practice. In children with Developmental Coordination Disorder (DCD), very little is known about how skills are transferred from training situations to real life contexts. In this study we examined the influence of two types of practice on transfer of motor skills acquired in a virtual reality (VR) environment. One hundred and eleven children with DCD and their typically developing (TD) peers, aged 6–10 years (M = 8.0 SD = 1.0) were randomly assigned to either variable (n = 56) or repetitive practice (n = 55). Participants in the repetitive practice played the same exergame (ski slalom) twice weekly for 20 minutes, over a period of 5 weeks, while those in the variable group played 10 different games. Motor skills such as balance tasks (hopping), running and agility tasks, ball skills and functional activities were evaluated before and after 5 weeks of training. ANOVA repeated measures indicated that both DCD and TD children demonstrated transfer effects to real life skills with identical and non-identical elements at exactly the same rate, irrespective of the type of practice they were assigned to. Based on these findings, we conclude that motor skills acquired in the VR environment, transfers to real world contexts in similar proportions for both TD and DCD children. The type of practice adopted does not seem to influence children’s ability to transfer skills acquired in an exergame to life situations but the number of identical elements does.