Learning a novel rhythmic stepping task in children with probable developmental coordination disorder.

Area of Science:

• Neuroscience
• Motor Control
• Developmental Psychology

Background:

• Developmental coordination disorder (DCD) affects ~6% of children, impacting physical activity participation and potentially persisting into adulthood.
• Neuromotor mechanisms of learning novel tasks with rhythmic cueing in DCD remain under-investigated.

Purpose of the Study:

• To investigate the neuromotor mechanisms of learning a novel rhythmic stepping task in children with probable DCD.
• To assess the efficacy of a 7-week rhythmic cueing intervention on motor learning and retention in children with probable DCD.

Main Methods:

• 48 children with probable DCD and 37 typically developed (TD) children (ages ~13.9 years) were recruited.
• Participants performed a novel rhythmic stepping task, with and without a dual-task (auditory Stroop), instrumented with an IMU.
• A 7-week intervention of step training with rhythmic cueing was administered, followed by retention testing 5 weeks post-intervention.

Main Results:

• Initially, children with probable DCD exhibited greater step timing variability and were more affected by dual-task conditions compared to TD children.
• The intervention significantly improved step timing variability, peak power spectral density frequency, and relative power spectral density bandpower in both groups.
• All observed improvements were retained 5 weeks after the intervention concluded.

Conclusions:

• Rhythmic cueing intervention effectively enhances motor learning of rhythmic tasks in children with probable DCD.
• The findings suggest that rhythmic cueing is a promising therapeutic approach for improving motor function in children with DCD.