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Related Experiment Video

Updated: Dec 6, 2025

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Published on: January 11, 2016

Motor skill learning in children with and without Developmental Coordination Disorder.

Bouwien Smits-Engelsman¹, Emmanuel Bonney², Gillian Ferguson¹

¹Department of Health & Rehabilitation Sciences, University of Cape Town, Cape Town, South Africa, Department of Health & Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.

Human Movement Science

|October 5, 2020

Summary

Children with Developmental Coordination Disorder (DCD) showed poorer skill acquisition in a virtual environment compared to typically developing peers. While retention was similar, further research is needed on skill transfer in DCD.

Keywords:

Active video games Developmental Coordination Disorder Motor skill learning Retention Transfer

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Last Updated: Dec 6, 2025

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

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Published on: January 11, 2016

Measuring Motor Coordination in Mice

Measuring Motor Coordination in Mice

Published on: May 29, 2013

Efficiently Recording the Eye-Hand Coordination to Incoordination Spectrum

Efficiently Recording the Eye-Hand Coordination to Incoordination Spectrum

Published on: March 21, 2019

Area of Science:

Motor Learning
Developmental Pediatrics
Virtual Reality in Rehabilitation

Background:

Children with Developmental Coordination Disorder (DCD) may have motor learning deficits.
Previous research has not definitively answered if DCD impacts motor learning.
Virtual environments offer a controlled setting to study skill acquisition.

Purpose of the Study:

To investigate motor skill acquisition, retention, and transfer in children with and without DCD.
To examine the impact of practice using virtual reality games.
To compare learning differences between children with DCD and typically developing (TD) children.

Main Methods:

33 children with DCD and 28 TD children participated.
Participants engaged in active video games for 10 weeks.
Performance on a Wii ski game (criterion task) and MABC-2 balance subscore were assessed.
Repeated measures ANOVA was used for group comparisons.

Main Results:

Children with DCD performed significantly worse on the criterion task (p=0.031).
The performance gap widened over time, indicating slower learning in the DCD group (p=0.039).
No significant differences in skill retention were found between groups.
Children with DCD showed substantial improvement in balance (Cohen d=1.11).

Conclusions:

Typically developing children appear more adept at acquiring new skills than children with DCD.
The study suggests potential difficulties in skill transfer for children with DCD.
Further investigation is required to confirm motor skill transfer deficits in DCD.