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Knowledge of performance feedback among boys with ADHD.
Jason C Bishop1, Luke E Kelly2, Michael Hull2
1Auburn University, Center for Disability Research and Policy Studies, 215 South Donahue Drive, Auburn, AL 36849, United States.
Research in Developmental Disabilities
|January 24, 2018
Summary
Prescriptive knowledge of performance feedback (PKP) improved motor skill learning in boys with ADHD. This feedback enhances the quality of specific movements, suggesting its use in recreational programs.
Area of Science:
- Pediatric motor development
- Neurodevelopmental disorders
- Sports science
Background:
- Children with attention deficit-hyperactivity disorder (ADHD) often exhibit delays in fundamental motor skill acquisition.
- The efficacy of prescriptive knowledge of performance feedback (PKP) in addressing these delays remains underexplored.
Purpose of the Study:
- To investigate the impact of prescriptive knowledge of performance feedback (PKP) on motor learning in boys diagnosed with ADHD.
Main Methods:
- A cohort of 31 boys with ADHD was randomly assigned to either a treatment (PKP) or control group.
- Participants engaged in a cornhole task, with motor learning assessed via scores and quality of performance metrics.
- The hypothesis posited that PKP feedback would enhance motor learning in the treatment group.
Main Results:
- Both groups demonstrated improvements in cornhole scores, with no significant difference attributed solely to knowledge of performance (KP).
- The treatment group, receiving PKP, exhibited significantly superior quality of performance in the underhand toss compared to the control group.
Conclusions:
- Prescriptive knowledge of performance feedback (PKP) enhances motor skill learning in children with ADHD beyond traditional knowledge of results feedback.
- Recreational program leaders are advised to incorporate PKP feedback when instructing motor skills to boys with ADHD.
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