The effects of attentional focus instruction on the performance of a whole-body coordination task in children with developmental coordination disorder

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15510%2F20%3A73600785" target="_blank" >RIV/61989592:15510/20:73600785 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S0891422220300846" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0891422220300846</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.ridd.2020.103654" target="_blank" >10.1016/j.ridd.2020.103654</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The effects of attentional focus instruction on the performance of a whole-body coordination task in children with developmental coordination disorder

Popis výsledku v původním jazyce

Background and aim: Previous studies have supported the advantages of an external focus of attention (EFA) relative to an internal focus of attention (IFA) in healthly adults. However, effects of attentional focus instructions on skill performance and acquisition in children are equivocal. The aim of this study was to examine the effects of attentional focus instructions on performance of a whole body coordination task in children with and without developmental coordination disorder (DCD). Methods:Children with DCD (n = 18) and typically developing (TD) children (n = 21) (9-10 years) were asked to perform 3 countermovement vertical jumps in the IFA (Concentrate on the swing of your arms), EFA (Concentrate on getting as close to the ceiling as possible), and control conditions. Results: The results showed that regardless of children’s motor development proficiency, the jump height and vertical take-off velocity (VTO) were higher in EFA relative to both IFA and Con conditions. In addition, VTO was significantly higher in the Con relative to IFA condition. Conclusion: The results of the current study showed that EFA relative to IFA instructions could enhance the neuromuscular activation of dynamic contractions of the leg muscles in both children with and without DCD. The findings suggest that the beneficial effects of EFA relative to IFA instructions on children’s motor performance is identical across children with different levels of motor proficiency.

Název v anglickém jazyce

The effects of attentional focus instruction on the performance of a whole-body coordination task in children with developmental coordination disorder

Popis výsledku anglicky

Background and aim: Previous studies have supported the advantages of an external focus of attention (EFA) relative to an internal focus of attention (IFA) in healthly adults. However, effects of attentional focus instructions on skill performance and acquisition in children are equivocal. The aim of this study was to examine the effects of attentional focus instructions on performance of a whole body coordination task in children with and without developmental coordination disorder (DCD). Methods:Children with DCD (n = 18) and typically developing (TD) children (n = 21) (9-10 years) were asked to perform 3 countermovement vertical jumps in the IFA (Concentrate on the swing of your arms), EFA (Concentrate on getting as close to the ceiling as possible), and control conditions. Results: The results showed that regardless of children’s motor development proficiency, the jump height and vertical take-off velocity (VTO) were higher in EFA relative to both IFA and Con conditions. In addition, VTO was significantly higher in the Con relative to IFA condition. Conclusion: The results of the current study showed that EFA relative to IFA instructions could enhance the neuromuscular activation of dynamic contractions of the leg muscles in both children with and without DCD. The findings suggest that the beneficial effects of EFA relative to IFA instructions on children’s motor performance is identical across children with different levels of motor proficiency.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50102 - Psychology, special (including therapy for learning, speech, hearing, visual and other physical and mental disabilities);

Projekt

<a href="/cs/project/GA16-17945S" target="_blank" >GA16-17945S: Mechanismy učení pohybovým dovednostem u dětí se zhoršenou motorickou koordinací</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

RESEARCH IN DEVELOPMENTAL DISABILITIES

ISSN

0891-4222

e-ISSN

—

Svazek periodika

101

Číslo periodika v rámci svazku

June

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

000528846400010

EID výsledku v databázi Scopus

2-s2.0-85083261046