Learning better by repetition or variation? Is transfer at odds with task specific training?

Emmanuel Bonney,Lemke Dorothee Jelsma,Bouwien C M Smits-Engelsman,Gillian D Ferguson,William W Lytton

doi:10.1371/journal.pone.0174214

Emmanuel Bonney, Lemke Dorothee Jelsma + Show 3 more

Open Access

https://doi.org/10.1371/journal.pone.0174214

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Abstract

ObjectiveTransfer of motor skills is the ultimate goal of motor training in rehabilitation practice. In children with Developmental Coordination Disorder (DCD), very little is known about how skills are transferred from training situations to real life contexts. In this study we examined the influence of two types of practice on transfer of motor skills acquired in a virtual reality (VR) environment.MethodOne hundred and eleven children with DCD and their typically developing (TD) peers, aged 6–10 years (M = 8.0 SD = 1.0) were randomly assigned to either variable (n = 56) or repetitive practice (n = 55). Participants in the repetitive practice played the same exergame (ski slalom) twice weekly for 20 minutes, over a period of 5 weeks, while those in the variable group played 10 different games. Motor skills such as balance tasks (hopping), running and agility tasks, ball skills and functional activities were evaluated before and after 5 weeks of training.ResultsANOVA repeated measures indicated that both DCD and TD children demonstrated transfer effects to real life skills with identical and non-identical elements at exactly the same rate, irrespective of the type of practice they were assigned to.ConclusionBased on these findings, we conclude that motor skills acquired in the VR environment, transfers to real world contexts in similar proportions for both TD and DCD children. The type of practice adopted does not seem to influence children’s ability to transfer skills acquired in an exergame to life situations but the number of identical elements does.

Highlights

Active video games, known as exergames have recently been found to be useful tools for training children with and without Developmental Coordination Disorder (DCD) [1,2,3,4,5]
Since the children were selected based on their Movement Assessment Battery for Children-2 (MABC-2) scores, large differences were shown for the MABC-2 Total Standard Score (mean TSS: typically developing (TD) 10.7 (2.1), DCD 3.77(1.3); (t (109) = 20.8, p < .0001)
The skills acquired in a virtual reality (VR) environment can transfer to real life contexts, which makes exergames effective training tools for children with fewer opportunities to play and with neurodevelopmental disorders like DCD

Summary

Introduction

Known as exergames have recently been found to be useful tools for training children with and without Developmental Coordination Disorder (DCD) [1,2,3,4,5]. Exergames are motion-dependent video games that use whole bodily movement to regulate gameplay [7]. Exergames provide online feedback and motivational experiences making it conducive for children with DCD to learn new skills. For exergames to be relevant and effective as an intervention, it is critical to demonstrate that skills learned by playing active video games can transfer to motor skills used in the real world. Motor learning researchers have indicated that the best way to enhance transfer and retention is to train learners using a variable practice structure rather than repetitive practice [8]. Variable practice on the other hand, results in greater retention and transfer because it strengthens generalized motor programs and creates memory representations enabling individuals to achieve desired movement proficiency even in unaccustomed settings [9]

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