Skill Performance Research Articles

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Exploring Performance Skills in the Occupation of Learning to Read

ABSTRACT Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students’ needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = .35) and sequential memory (r = .38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = .28) p < .05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading.

Optimizing Assessment Techniques for Students with Diverse Special Needs in Schools

This study investigates effective assessment techniques for students with diverse special needs in school settings. Background research highlights the importance of individualized assessment strategies to ensure equitable education opportunities. The study aims to identify optimal methods and practices that enhance the evaluation process for these students. The research utilizes a mixed-methods approach, combining qualitative and quantitative data from observations, surveys, and interviews with educators and specialists. Analysis focuses on assessing different techniques' impact on student engagement, academic performance, and adaptive skills. Findings indicate that tailored assessments, incorporating a variety of methods such as adaptive testing and alternative response formats, significantly benefit students with special needs. These techniques enhance understanding and provide actionable insights for personalized education plans. The study concludes that a multifaceted approach to assessing students with special needs is essential for their success. Emphasizing the implementation of individualized assessment practices can lead to more inclusive and effective educational experiences. Readers are encouraged to consider the potential benefits of adapting their assessment methods to better support diverse learning needs.

AI chatbot distractions and academic triumphs: a mediation approach with self-control and coping skills

Research aims: This study investigates self-control and coping skills in academic performance moderated by AI Chatbot addiction.Design/Methodology/Approach: This study used an online survey and archival method and included 153 accounting student respondents as the final sample. Structural Equation Modelling using Smart-PLS was employed to estimate the relationship between variables.Research findings: The findings underscore the significant impact of self-control in mitigating addictive tendencies, highlighting the susceptibility of individuals with lower self-control to develop addictive behaviors toward AI Chatbots. In comparison, coping skills were not found to have a substantial effect on reducing AI Chatbot addiction.Theoretical contribution/Originality: This research demonstrates that self-control and coping skills play a crucial role in controlling the dependence on AI-based chatbots, ultimately contributing to a better understanding of the relationship between these psychological abilities and managing AI addiction in university accounting students (Chassignol et al., 2018; Sollosy McInerney, 2022).Practitioner/Policy implication: The findings have implications for chatbot designers and developers. Understanding the potential for addictive behavior allows for the implementation of behavior detection and prevention mechanisms within chatbot designs.Research limitation/Implication: This study overlooked diverse forms of self-control and coping skills, along with other factors that contribute to AI Chatbot addiction. Recommending the exploration of various self-control strategies and coping skills could be a valuable opportunity for future research.

Using a golf specific functional movement screen to predict golf performance in collegiate golfers.

This study aims to examine the relationship between functional movements and golf performance using the Golf Specific Functional Movement Screen (GSFMS). This cross-sectional study included a total of 56 collegiate golfers (aged 20.89 ± 0.99 years, height of 174.55 ± 7.76 cm, and weight 68.48 ± 9.30 kg) who met the criteria, and were recruited from Hainan Normal University in June 2022. The participants' golf motor skills (1-yard putt, 10-yard putt, 25-yard chip, 130/100-yard set shot, driver, and 9-hole stroke play) were tested and the GSFMS (e.g., pelvic tilt, pelvic rotation, and torso rotation) was used. There were significant weak or moderate correlations between the variables. Furthermore, a multiple linear regression analysis found that pelvic rotation and lower-body rotation abilities can significantly predict golf skill levels, which collectively explain 31.2% of the variance in golf skill levels among collegiate golfers (Adjusted R2 = 0.312, F = 2.663, p < 0.05). Standardised β values indicate that pelvic rotation (β = 0.398) has a more substantial impact on golf skill levels than lower-body rotation (β = 0.315). This study found the weak to moderate correlations between the GSFMS and golf performance, and pelvic rotation and lower-body rotation abilities, thus predicting golf skills. Our findings provide novel insights into the relationship between functional abilities and comprehensive skill performance within the context of the Gray Cook's Movement Pyramid model, and provide theoretical support and practical reference for collegiate golf motor-skill learning and sports injury prevention.

SLEM (Shallow Landslide Express Model): A Simplified Geo-Hydrological Model for Powerlines Geo-Hazard Assessment

Powerlines are strategic infrastructures for the Italian electro-energetic network, and natural threats represent a potential risk that may influence their operativity and functionality. Geo-hydrological hazards triggered by heavy rainfall, such as shallow landslides, have historically affected electrical infrastructure networks, causing pylon failures and extensive blackouts. In this work, an application of the reworked version of the model proposed by Borga et al. and Tarolli et al. for rainfall-induced shallow landslide hazard assessment is presented. The revised model is called SLEM (Shallow Landslide Express Model) and is designed to merge in a closed-from equation the infinite slope stability with a simplified hydrogeological model. SLEM was written in Python language to automatise the parameter calculations, and a new strategy for evaluating the Dynamic Contributing Area (DCA) and its dependence on the initial soil moisture condition was included. The model was tested for the case study basin of Trebbia River, in the Emilia-Romagna region (Italy) which in the recent past experienced severe episodes of geo-hydrological hazards. The critical rainfall ratio (rcrit) able to trigger slope instability prediction was validated against the available local rainfall threshold curves, showing good performance skills. The rainfall return time (TR) was calculated from rcrit identifying the most hazardous area across the Trebbia basin with respect to the position of powerlines. TR was interpreted as an index of the magnitude of the geo-hydrological events considering the hypothesis of iso-frequency with precipitation. Thanks to its fast computing, the critical rainfall conditions, the temporal recurrence and the location of the most vulnerable powerlines are identified by the model. SLEM is designed to carry out risk analysis useful for defining infrastructure resilience plans and for implementing mitigation strategies against geo-hazards.

Comparison of the effects of PBL in 3D virtual environment and F2F on learning and spatial skills

AbstractThis study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions.

Analyzing effects of managerial skills of government high school heads on school performance: a study of schools of Larkana District

Abstract Present study aimed at investigating the effects of the managerial skills of school heads on academic performance of students in district Larkana, Sindh. The major objectives of the study was to determine specific managerial skills of school heads, effects of those skill of performance of high schools of Larkana and strategies to improve them. Saturated sampling techniques was utilized for selecting respondents of present study. Additionally, twenty five government high heads of Larkana District were considered for collecting data. Close-ended and open-ended questionnaires were utilized for gathering data. Reliability was tested using Cronbach Coefficient Aloha where coefficient 0.757 was considered to be realizable. Analyzed data were showed in APA style tables. The analyzed data showed that most of the government high school heads of Larkana District were able to utilize numerous managerial skills that were effecting school performance. However, for further improving their skills different strategies were needed to be implemented. It was also suggested that high school heads should be dedicated to their built-in managerial skills and use them in their daily duties. While, they also should facilitate numerous opportunities to attend training and workshops for positively effecting the school performance.

Simulation of performance skills teaching system based on machine vision and sensor audio signal processing

In the traditional network media education system, there is little content about skill performance, and the malleability is poor. With the combination of Internet technology, online teaching videos of performance skills began to be promoted on a large scale, and with the help of the Internet, the learning of online performance skills has been updated. The aim of this study is to develop a performance skills teaching system based on machine vision and sensor audio signal processing technology to provide a simulated performance environment and personalized instruction. In this study, multiple sensors were used to capture various movement data during the performance of students. Through the use of sensor technology, the system is able to capture information about students' posture, finger position and force in real time, and analyze posture and movement in combination with machine vision technology. The system can also process and analyze the audio signals in the students' performance to evaluate the accuracy and fluency of the playing technique. The application of sensor technology enables the system to accurately capture students' movements and provide timely feedback. The use of machine vision technology allows the system to accurately analyze the student's posture and movements to provide more targeted guidance. The application of audio signal processing algorithm enables the system to objectively evaluate the students' playing skills and help them improve the accuracy and fluency in the playing process.

Comparing the Effects of an Off-Ice Sprint-Change of Direction Task on Trunk Kinematics and Gait Laterality in Collegiate Ice Hockey Players

Laterality preferences are intrinsic in most physical activities, and ice hockey is one domain wherein these preferences might influence performance. Biomechanical laterality between dominant and nondominant (or preferred and nonpreferred) limbs is believed to be an advantageous attribute that is linked with skilled performance. Yet little is known about the implications of motor asymmetries for skilled performers in dynamic, time-constrained, team-based activities in an off-ice environment. This can be extended to when player position is considered, notably for those playing in a defensive or an offensive position. In this study, fourteen semi-professional collegiate male ice hockey players (age: 21.87 ± 2.98 years; BMI: 25.26 ± 3.21 kg/m) performed a randomized repeated 15 m sprint-change of direction task. Assessments of lower limb laterality were carried out as participants commenced the 15 m sprint change of direction task in both a right and left foot rear setback position. Biomechanical laterality between right and left rear foot setback positions was inferred by an ActiGraph GTx3 triaxial accelerometer that was located on the participants’ spinous process, representing the trunk centre of mass (CoM). Overall, ANOVA results indicated significant differences across all sprint split times between the right and left foot rear setback positions, with times significantly quicker when players commenced in a right rear foot setback position (p &lt; 0.001). ANOVA revealed significant differences in trunk CoM acceleration between in a right and left rear setback position, specifically during the initial 0–10 m sprint split, with offensive players observed to have lesser trunk anteroposterior and vertical CoM acceleration (p = 0.05) and during the final 5 m sprint split (p = 0.002, d = 0.7), despite overall smaller effect sizes seen in the left foot rear setback position. It appears that starting with the foot in a right rear setback position results in quicker 15 m performance times and concurrent lower magnitudes of trunk CoM acceleration. Although we demonstrated that offensive players were quicker and displayed less trunk CoM acceleration, we recommend that future studies use a greater number of participants for inter-limb symmetry in these movement tests.

Behavioral skills training for teaching safety skills to mental health service providers compared to training-as-usual: a pragmatic randomized control trial.

Violence in the healthcare workplace has been a global concern for over two decades, with a high prevalence of violence towards healthcare workers reported. Workplace violence has become a healthcare quality indicator and embedded in quality improvement initiatives of many healthcare organizations. The Centre for Addiction and Mental Health (CAMH), Canada's largest mental health hospital, provides all clinical staff with mandated staff safety training for self-protection and team-control skills. These skills are to be used as a last resort when a patient is at imminent risk of harm to self or others. The purpose of this study is to compare the effectiveness of two training methods of this mandated staff safety training for workplace violence in a large psychiatric hospital setting. Using a pragmatic randomized control trial design, this study compares two approaches to teaching safety skills CAMH's training-as-usual (TAU) using the 3D approach (description, demonstration and doing) and behavioural skills training (BST), from the field of applied behaviour analysis, using instruction, modeling, practice and feedback loop. Staff were assessed on three outcome measures (competency, mastery and confidence), across three time points: before training (baseline), immediately after training (post-training) and one month later (follow-up). This study was registered with the ISRCTN registry on 06/09/2023 (ISRCTN18133140). With a sample size of 99 new staff, results indicate that BST was significantly better than TAU in improving observed performance of self-protection and team-control skills. Both methods were associated with improved skills and confidence. However, there was a decrease in skill performance levels at the one-month follow-up for both methods, with BST remaining higher than TAU scores across all three time points. The impact of training improved staff confidence in both training methods and remained high across all three time points. The study findings suggest that BST is more effective than TAU in improving safety skills among healthcare workers. However, the retention of skills over time remains a concern, and therefore a single training session without on-the-job-feedback or booster sessions based on objective assessments of skill may not be sufficient. Further research is needed to confirm and expand upon these findings in different settings.

Performance Evaluation of a National Seven-Day Ensemble Streamflow Forecast Service for Australia

The Australian Bureau of Meteorology offers a national operational 7-day ensemble streamflow forecast service covering regions of high environmental, economic, and social significance. This semi-automated service generates streamflow forecasts every morning and is seamlessly integrated into the Bureau’s Hydrologic Forecasting System (HyFS). Ensemble rainfall forecasts, European Centre for Medium-Range Weather Forecasts (ECMWF), and Poor Man’s Ensemble (PME), available in the Numerical Weather Prediction (NWP) suite, are used to generate these streamflow forecasts. The NWP rainfall undergoes pre-processing using the Catchment Hydrologic Pre-Processer (CHyPP) before being fed into the GR4H rainfall–runoff model, which is embedded in the Short-term Water Information Forecasting Tools (SWIFT) hydrological modelling package. The simulated streamflow is then post-processed using Error Representation and Reduction In Stages (ERRIS). We evaluated the performance of the operational rainfall and streamflow forecasts for 96 catchments using four years of operational data between January 2020 and December 2023. Performance evaluation metrics included the following: CRPS, relative CRPS, CRPSS, and PIT-Alpha for ensemble forecasts; NSE, PCC, MAE, KGE, PBias, and RMSE; and three categorical metrics, CSI, FAR, and POD, for deterministic forecasts. The skill scores, CRPS, relative CRPS, CRPSS, and PIT-Alpha, gradually decreased for both rainfall and streamflow as the forecast horizon increased from Day 1 to Day 7. A similar pattern emerged for NSE, KGE, PCC, MAE, and RMSE as well as for the categorical metrics. Forecast performance also progressively decreased with higher streamflow volumes. Most catchments showed positive performance skills, meaning the ensemble forecast outperformed climatology. Both streamflow and rainfall forecast skills varied spatially across the country—they were generally better in the high-runoff-generating catchments, and poorer in the drier catchments situated in the western part of the Great Dividing Range, South Australia, and the mid-west of Western Australia. We did not find any association between the model forecast skill and the catchment area. Our findings demonstrate that the 7-day ensemble streamflow forecasting service is robust and draws great confidence from agencies that use these forecasts to support decisions around water resource management.

Teaching Medical Procedural Skills for Performance.

Procedures are a core element of medical professional practice. Today's training approach was formulated in the mid-twentieth century based on a computer analogue of the brain. Despite minor modifications, the system has remained relatively unchanged for the past 70 years. It delivers competence. However, competence is not reliable performance. The inability to adapt to the variety of patients and variations in the performance environments, such as the operating room, results in patient morbidity and mortality. There is a need for changes in the development and training of medical procedural skills based on current theories of skill acquisition, movement theory, and motor control. Achieving optimal performance necessitates the ability to adapt through training in diverse patient and performance environments rather than merely imitating prescribed movements. We propose a novel model of training, the Constraints-Led Approach, which allows for robust training by altering the factors affecting skill acquisition and lifelong learning.

Acquisition of key clinical communication skills through simulation-based education: findings from a program for postgraduate psychiatry trainees (ComPsych)

ObjectiveFew studies have investigated the maintenance of skills acquired in classroom-based clinician education. Using an advanced simulation-based clinical communication skill training program for postgraduate psychiatry education (ComPsych), we aimed to investigate skill acquisition through assessing changes in competence (abilities) and performance (practice).MethodsForty trainee psychiatrists (15 males; age range 26–48) participated. Video-recorded Standardized Patient Assessments (SPAs) were delivered twice pre- and post-training to assess learning. Skills were coded by independent psychologists using the Core Communication Skills (CCS) coding system. Simulated patients (SPs) rated trainees' communication performance using the Sim-Patient SPA checklist. Paired t-tests, linear mixed models and logistic mixed models assessed changes in communication skills over time.ResultsFor SPAs, reliability of coder ratings was deemed acceptable (ICC range 0.67 to 0.87). Mean post-training communication performance significantly increased for skills in agenda setting (p < 0.001), information organization (p < 0.001), empathic skills (p = 0.046), and overall skills performance (p = 0.001). Significant decreases for questioning skills were indicative of reduced reliance on these skills post-training. SPs rated all skillsets higher post-training. A modest relationship was detected between frequency (coded) and (SP-rated) quality of communication skills. Improvements in agenda setting and information organisation skills were retained ~ 6 weeks post-training.ConclusionsTraining improved patient-centered communication skills in psychiatry trainees, particularly skills in agenda setting and information organization, with skills retained ~ 6 weeks post-training. There was reduced reliance on questioning skills, which are well utilised generally. The study supports the benefits of this method of communication skills training into postgraduate psychiatry education.

The association between music performance skills and cognitive improvement in a musical instrument training program for older adults

Recent studies have reported positive effects of music training on older adults’ executive functions. However, it is not completely known whether these outcomes were due to improvement in music performance skills or due to other components of training, such as social interaction and music listening. Here, we investigated the effect of a 10-week melodica training program on a group of healthy older adults in Japan and the relationship between their early music performance and improvements in executive functions. Participants were divided into an experimental and a passive control group; both completed a battery of executive function measures before and after the intervention. The experimental group also completed a music performance evaluation developed for the current study. We found a significant improvement in an executive function composite index for the intervention group as compared with the control group. Moreover, individual musical performance was the only factor to predict cognitive improvement. Our results suggest that musical instrument training has a positive impact on older adults’ cognition which is not solely attributed to social interaction or music listening. Further research should consider the potential of examining individual differences in music performance skills inside the experimental group to understand the effects of instrument training programs.

The Challenges of Social-Emotional Learning of College Students Toward Enhanced Learning Program

Social-emotional learning plays a pivotal role in college students' academic career, which not only enhances students' well-being, but also motivates them to achieve higher academic success. This thesis investigates the current situation of social-emotional learning among college students in Yichun College in China, and finds that students have good performance in Self-Awareness, Self-Management, Relationship Skills, and Responsible Decision-Making, but there are some students who are weaker in social-emotional competence, and the school adopts the measures of opening a hotline for mental health assistance and The school has taken measures such as opening a mental health support hotline, offering courses related to emotional enhancement, and increasing the content of social-emotional learning in teachers' teaching activities, which have achieved good results.

Effects of step aerobic exercises on rhythm skill and static balance

This study aimed to examine the effects of 8-week step aerobic exercises on the rhythm skills and static balance of young individuals. 53 university students participated in the research voluntarily. Participants practiced step aerobic exercises with a licensed trainer for 8 weeks. The participants' static balance and rhythm skills were observed before and after the study. At the end of the study, participants' BMI, static balance performance and rhythm skill performances changed significantly. Additionally, it was determined that there was a significant negative way relationship between the participants' balance performances and rhythm skills. Based on the research findings, it can be said that regular step aerobic exercises can be used as an effective method in developing the static balance and rhythm skills of young individuals.

Modified sports interventions for children and adolescents with disabilities: A scoping review.

To establish the scope of the literature on modified sports interventions for children and adolescents with disabilities. For this scoping review, articles were screened and the characteristics of studies were extracted. The modified sports interventions were described in terms of their structure, using the items of the Template for Intervention Description and Replication. Components of intervention treatment were described by using the language of the Rehabilitation Treatment Specification System. Results were analysed and validated by a group of professionals, using the Public and Patient Involvement strategy. Twelve studies were eligible for inclusion, investigating interventions for children with autism spectrum disorder, cerebral palsy, and other conditions. Most studies presented a moderate level of evidence. Active ingredients were repeated sports-related motor training and introduction to the sport through a 'learning by action' mechanism. The intervention target was gross motor skills performance, and intervention aims (indirect outcomes) were physical activity participation and different body functions. The inclusion of stakeholders in this review helped to validate our findings about the characteristics and structure of modified sports interventions, to identify research gaps, and to provide a step process for clinical implementation. Future investigations are warranted of the effectiveness of modified sports investigations with better quality studies, including participation outcomes and studies with non-ambulant children. Modified sports interventions target sport-related skills performance and aim to achieve physical activity participation and body functions. These interventions included group-based, sports-related motor skills training and introduction to sports in real-world environments. They are offered mostly for ambulant children with autism spectrum disorder and cerebral palsy. Most studies of modified sports interventions presented moderate level of evidence.

3D human anatomy augmentation over a mannequin for the training of nursing skills.

The in-depth understanding of human anatomy is the foundation for safety in nursing practice. Augmented reality is an emerging technology that can be used for integrative learning in nursing education. The study aimed to develop a human anatomy-based skill training system and pilot test its usability and feasibility. Twenty-seven nursing students participated in 3D anatomy-based skill training for intramuscular injection and Levin tube feeding using HoloLens 2. Various user interfaces including pictures, videos, animation graphics, and annotation boxes assisted users with a comprehensive understanding of the step-by-step procedures for these techniques. A one-group pre-post test was conducted to observe changes in skill performance competency, usability, and learning satisfaction. After study participation, a statistically significant improvement in skill performance competency (p< 0.05) was observed. The usability results showed that students were satisfied with the usefulness of the program (9.55 ± 0.49) and scored highly for the intention to participate in other educational programs (9.62 ± 0.59). A high level of learning satisfaction was achieved (9.55 ± 0.49), with positive responses in fostering students' engagement and excitement in the application of cutting-edge technology. The 3D anatomy-based nursing skill training demonstrated good potential to improve learning outcomes and facilitate engagement in self-directed practice. This can be integrated into undergraduate nursing education as an assistant teaching tool, contributing to the combination of knowledge and practice.

Study protocol to examine the effects of acute exercise on motor learning and brain activity in children with developmental coordination disorder (ExLe-Brain-DCD)

Introduction Developmental coordination disorder (DCD) is one of the most prevalent pediatric chronic conditions. Without proper intervention, significant delays in motor skill performance and learning may persist until adulthood. Moderate-to-vigorous physical exercise has been proven to improve motor learning (adaptation and consolidation) in children with or without disorders. However, the effect of a short bout of physical exercise on motor adaptation and consolidation in children with DCD has not been examined. Furthermore, the role of perceptual-motor integration and attention as mediators of learning has not been examined via neuroimaging in this population. Objectives Therefore, the primary aims of this project will be to compare children with and without DCD to (a) examine the effect of acute exercise on motor learning (adaptation and consolidation) while performing a rotational visuo-motor adaptation task (rVMA), and (b) explore cortical activation in the dorsolateral- and ventrolateral-prefrontal cortex areas while learning the rVMA task under rest or post-exercise conditions. Methods One hundred twenty children will be recruited (60 DCD, 60 controls) and within-cohort randomly assigned to either exercise (13-minute shuttle run task) or rest prior to performing the rVMA task. Adaptation and consolidation will be evaluated via two error variables and three retention tests (1h, 24h and 7 days post adaptation). Cortical activation will be registered via functional near-infrared spectroscopy (fNIRS) during the baseline, adaptation, and consolidation. Discussion We expect to find exercise benefits on motor learning and attention so that children with DCD profiles will be closer to those of children with typical development. The results of this project will provide further evidence to: (a) better characterize children with DCD for the design of educational materials, and (b) establish acute exercise as a potential intervention to improve motor learning and attention.