Reducing errors benefits the field‐based learning of a fundamental movement skill in children

Catherine Mamaid Capio · Jamie Poolton · Cindy H. P. Sit · Rich S.W. Masters

87 citations0/0 files storedScandinavian Journal of Medicine and Science in Sports

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Children's Physical and Motor Development Sport Psychology and Performance Sports and Physical Education Research

Abstract

Proficient fundamental movement skills (FMS) are believed to form the basis of more complex movement patterns in sports. This study examined the development of the FMS of overhand throwing in children through either an error-reduced (ER) or error-strewn (ES) training program. Students (n = 216), aged 8-12 years (M = 9.16, SD = 0.96), practiced overhand throwing in either a program that reduced errors during practice (ER) or one that was ES. ER program reduced errors by incrementally raising the task difficulty, while the ES program had an incremental lowering of task difficulty. Process-oriented assessment of throwing movement form (Test of Gross Motor Development-2) and product-oriented assessment of throwing accuracy (absolute error) were performed. Changes in performance were examined among children in the upper and lower quartiles of the pretest throwing accuracy scores. ER training participants showed greater gains in movement form and accuracy, and performed throwing more effectively with a concurrent secondary cognitive task. Movement form improved among girls, while throwing accuracy improved among children with low ability. Reduced performance errors in FMS training resulted in greater learning than a program that did not restrict errors. Reduced cognitive processing costs (effective dual-task performance) associated with such approach suggest its potential benefits for children with developmental conditions.

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References

1992Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure 1986Test of Gross Motor Development 2005Skill acquisition in sport: Research, theory and practice 2006The Relationship Between Motor Proficiency and Physical Activity in Children 2001Psychosocial implications of poor motor coordination in children and adolescents 2005Fundamental Movement Skills and Habitual Physical Activity in Young Children 2001Relationship of physical activity to fundamental movement skills among adolescents 2010Motor coordination as predictor of physical activity in childhood

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2012Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities 2014Fundamental movement skills training to promote physical activity in children with and without disability: A pilot study 2014Modifying Equipment in Early Skill Development: A Tennis Perspective 2017Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions 2017

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