Learning better by repetition or variation? Is transfer at odds with task specific training?

Area of Science:

• Rehabilitation science
• Motor learning
• Developmental pediatrics

Background:

• Motor skill transfer is crucial for rehabilitation, especially for children with Developmental Coordination Disorder (DCD).
• Limited understanding exists regarding how motor skills acquired in virtual reality (VR) environments transfer to real-life contexts for children with DCD.
• This study investigates the impact of different practice types on motor skill transfer in children with DCD and typically developing (TD) peers.

Purpose of the Study:

• To examine the influence of variable versus repetitive practice on motor skill transfer from a VR environment.
• To compare skill transfer rates between children with DCD and TD children.
• To determine if practice type affects the transfer of VR-acquired motor skills to real-world activities.

Main Methods:

• 111 children (6-10 years) with DCD and TD peers were randomly assigned to variable or repetitive practice groups.
• Participants engaged in VR exergame training for 5 weeks (20 minutes, twice weekly).
• Motor skills (balance, running, agility, ball skills, functional activities) were assessed pre- and post-training.

Main Results:

• Both DCD and TD children showed significant transfer of motor skills to real-life situations.
• Skill transfer occurred at the same rate for both groups, regardless of practice type (variable vs. repetitive).
• The number of identical elements in training and transfer tasks influenced skill transfer, not the practice type.

Conclusions:

• Motor skills learned in VR transfer to real-world contexts for both typically developing children and those with DCD.
• The type of practice (variable or repetitive) does not significantly impact the transfer of skills acquired through exergames.
• The degree of similarity between training and real-world tasks is a key factor in successful motor skill transfer.