阐明促进自闭症谱系障碍儿童运动学习的运动条件,这些儿童有运动协调障碍:使用常量和可变实践的研究
Soma Tsujishita1, Daiki Nakashima2, Kazunori Akizuki3
1Department of Physical Therapy, Kobe International University, Kobe, JPN.
Cureus
|July 15, 2025
概括
持续练习增强了自闭症谱系障碍 (ASD) 儿童的运动学习. 在这个群体中,亲社会行为也对运动技能的发展产生了积极的影响.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 运动学习是指运动学习.
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童经常表现出运动协调方面的挑战.
- 不同的练习条件对ASD运动学习的影响尚不清楚.
研究的目的:
- 调查恒定与可变练习对ASD和运动障碍儿童的运动性能和学习的影响.
- 探索亲社会行为和运动学习结果之间的关系.
主要方法:
- 34名患有自闭症和运动障碍的儿童参加了这次活动.
- 评估精细运动技能,粗运动技能,视觉空间工作记忆和行为困难.
- 使用ANOVA和相关性,分析了在恒定和可变的实践条件下总运动任务性能的变化.
主要成果:
- 变量实践导致从测试前到测试后的性能下降.
- 持续的实践表明,实践改进与整体绩效之间的相关性更强.
- 亲社会行为与恒定练习组的运动学习收益有积极的联系.
结论:
- 与可变实践相比,持续练习在改善自闭症儿童的运动学习方面似乎更有效.
- 整合社会技能干预措施,如培养亲社会行为,可能会提高这一群体的运动学习结果.
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