Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy

Abstract

The purpose of this study was to examine the effect of self-controlled feedback on learning a throwing task in children with spastic hemiplegic cerebral palsy (SHCP). In order to achieve the research objectives, using a semi-experimental method, 20 children with SHCP (7-12 years old) were selected from special schools in Tehran, Iran. After showing the participants how to do the throwing task, a pre-test with 10 trials was conducted to homogenize the participants. Then, they were randomly assigned to two groups (self-control group and yoked group) to be examined in acquisition, retention, and transfer phases. Children in self-control group requested feedback when necessary during the acquisition phase. In contrast, participants in yoked-group replicated the feedback schedules of their counterparts in self-control group without any choice. A multivariate analysis of variance (MANOVA) was performed to analyze the data. Based on the results, a significant difference was not found between the self-control and yoked-group in acquisition phase (F=.538, p<.473). However, there was a significant difference between the two groups in retention (F=11.72, p<.003) and transfer (F=6.74, p<.018) phases. Thus, based on the better results obtained in the self-control condition, this type of feedback can be used in physiotherapy programs related to children with CP to improve their motor skills and independence movements.