The prevalence of children with Developmental Coordination Disorder (DCD) is estimated at 5-6%. However, the number of children experiencing problems because of low motor abilities is much greater (Zwicker et al., 2012). With the growing problem of obesity, inactive lifestyle and social isolation in today’s society, the role of fundamental motor skills (FMS) seems essential (Stodden et al., 2008). FMS form the foundation for a sustainable physically active lifestyle and therefore it is important to stimulate children at a very young age. Recent scientific research indicates that implicit instruction in motor learning are much more successful, especially in children with low motor abilities (Steenbergen, at al., 2010; van der Kamp et al., 2015). Implicit learning requires less of executive functioning, which is often a limited cognitive function in these children (Adams, Lust, Wilson & Steenbergen, 2014). However, physical education (PE) teachers mainly provide explicit instruction during PE classes.This PhD-project focuses on the development of an intervention in PE-classes using implicit learning strategies. Research focuses on which implicit learning strategies do best in these children, to help PE teachers in providing sufficient interventions and limit the gap with their peers on motor abilities and physical activity.
|Short title||Impliciet leren bij kinderen met motorische achterstanden|
|Effective start/end date||1/09/16 → 30/09/20|
- Hanze University of Applied Sciences (lead)
- Radboud University, Behavioural Science Institute
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