Different Effects of KR vs. KP Feedback on Movement Pattern and Accuracy of a Badminton Serve in Children with Autism

Baniasadi, Tayebeh

doi:10.22034/jmp.2023.406021.1063

Different Effects of KR vs. KP Feedback on Movement Pattern and Accuracy of a Badminton Serve in Children with Autism

Document Type : Research Article

Author

Tayebeh Baniasadi

Department of Kinesiology, School of Public Health, Indiana University, USA

10.22034/jmp.2023.406021.1063

Abstract

The present study was designed to examine the effects of two kind of feedback presentation, namely KR and KP, on movement pattern and accuracy of a Badminton serve in children with autism. We used a causal-comparative method in the current study. Sixty children with autism with an age range of 7 to 12 years from special schools were selected based on a convenience sampling method and were randomly and equally assigned into four groups including KR, KP, KR+KP, and control groups. The motor task in the present study included the badminton serve, in which the movement patter and accuracy were measured as the dependent variable. The children participated in the pretest including 10 services, acquisition phase (5 training blocks, each of which included 10 services), and the retention test with 10 services. Respective feedback was provided before each practice block. We used ANOVA to analyze data. The results showed that both KR and KP feedback improve both the pattern and the accuracy of movement better than the condition without feedback. In addition, KP had better effects on the movement pattern and KR had better effects on the movement accuracy. Finally, children who were in the combination group performed better than all the groups in both execution of the movement pattern and service accuracy. Children with autism benefit from feedback to learn novel motor skills, indicating that they may have the necessary mechanisms to learn new skills through feedback.

Keywords

Autism: Children

Feedback

20.1001.1.27834433.2022.2.4.2.0

Subjects

Abnormal Psychology

Aqdassi, L., Sadeghi, S., Pouretemad, H.R., & Fathabadi, J. (2021). A family-based telerehabilitation program for improving gross motor skills in children with high functioning autism spectrum disorder. Journal of Modern Rehabilitation, 15(3), 173-182. Doi: 10.18502/jmr.v15i3.7738

Baniasadi, T., Ranjbari, S., Abedini, A., Dana, A., & Ghorbani, S. (2022). Investigation the Association of Internet Addiction with Mental Health and Physical Activity in Teenage Girls: The Mediating Role of Parental Attitude. Women’s Health Bulletin, 9(4), 243-250. doi: 10.30476/whb.2022.96915.1197.

Baniasadi, T., Ranjbari, S., Khajeaflaton Mofrad, S., Dana, A. (2022). Associations between device-measured physical activity and balance performance in children: Mediating role of motor self-efficacy. Biomedical Human Kinetics, 14(1), 252-258. https://doi.org/10.2478/bhk-2022-0031.

Baniasadi, T., Ranjbari, S., Khajehaflaton, S., Neshati, A., & Dana, A. (2022). Effects of Physical Activity on Adiposity in Children: Mediating Role of Self-Esteem and Body-Image. International Journal of Pediatrics, 10(12), 17172-17181. doi: 10.22038/ijp.2022.67562.5043.

Butki, B.D., & Hoffman, S.J. (2003). Effects of reducing frequency of intrinsic knowledge of results on the learning of a motor skill. Perceptual & Motor Skills, 97(2), 569-80. DOI: 10.2466/pms.2003.97.2.569

Chaharbaghi, Z., Baniasadi, T., & Ghorbani, S. (2022). Effects of Teacher’s Teaching Style in Physical Education on Moderate-to-Vigorous Physical Activity of High-School Students: an Accelerometer-based Study. International Journal of School Health, 9(3), 143-150. doi: 10.30476/intjsh.2022.95204.1224.

Chaharbaghi, Z., Hosseini, F. B., Baniasadi, T., Moradi, L., & Dana, A. (2022). Impact of Physical Activity on Resilience among Teenage Girls during the COVID-19 Pandemic: a Mediation by Self-Esteem. Women’s Health Bulletin, 9(2), 80-85. doi: 10.30476/whb.2022.94451.1166.

Eskandarnejad, M., Mobayen, F., & Dana, A. (2015). The effect of basketball training on ADHD children’s learning skills. Research Journal of Sport Sciences, 3(6), 163-167.

Ghorbani, S., & Bund, A. (2014). Acquisition a Baseball-Pitch through Observation: What Information Is Extracted? American Journal of Sports Science & Medicine, 2(6A), 18-21. Doi:10.12691/ajssm-2-6A-5.

Ghorbani, S., & Bund, A. (2016). Observational learning of a new motor skill: The effect of different model demonstrations. International Journal of Sports Science & Coaching, 11(4), 514-522. Doi:10.1177/1747954116655049.

Ghorbani, S., & Bund, A. (2020). Motivational Effects of Enhanced Expectancies for Motor Learning in Individuals with High and Low Self-Efficacy. Perceptual & Motor Skills, 127(1), 263-274. Doi:10.1177/0031512519892390.

Ghorbani, S., Dana, A., & Fallah, Z. (2019). The effects of external and internal focus of attention on motor learning and promoting learner’s focus. Biomedical Human Kinetics, 11(1), 175-180. Doi:10.2478/bhk-2019-0024.

Ghorbani, S., Ghanati, P., Dana, A., & Salehian, M. H. (2020). The Effects of Autonomy Support on Observational Motor Learning. Iranian Journal of Learning & Memory, 3(11), 77-87. Doi:10.22034/iepa.2021.242953.1195

Ghorbani, S., Dana, A., & Christodoulides, E. (2020). Effects of external focus of attention on learning static balance among girls with ADHD. Biomedical Human Kinetics, 12(1), 69-74. Doi: Doi:10.2478/bhk-2020-0009.

Gillespie, M. (2003). Summary versus every-trial knowledge of results for individuals with intellectual disabilities. Adaptive Physical Activity Quarterly, 20(1), 46-56. Doi: 10.1123/apaq.20.1.46

Gkotzia, E., Venetsanou, F., & Kambas, A. (2017). Motor proficiency of children with autism spectrum disorders and intellectual disabilities: A review. European Psychomotricity Journal, 9(1), 46-69.

Guadagnoli, M.A., & Kohl, R.M. (2001). Knowledge of results for motor learning: relationship between error estimation and knowledge of results frequency. Journal of Motor Behavior, 33(2), 217-24. doi: 10.1080/00222890109603152.

Guadagnoli, M.A., Leis, B., Van Gemmert, A.W., & Stelmach, G.E. (2002). The relationship between knowledge of results and motor learning in Parkinsonian patients. Parkinsonism Related Disorders, 9(2), 89-95. doi: 10.1016/s1353-8020(02)00007-x.

Hashemi Motlagh, S., BaniAsadi, T., Chaharbaghi, Z., & Moradi, L. (2022). The Effects of Parental Socioeconomic Status on Children’ Physical Activity: Mediating Role of Motivation. International Journal of Pediatrics, 10(8), 16538-16544. doi: 10.22038/ijp.2022.63421.4834.

Hazrati, Z., Ranjbari, S., Baniasadi, T., & Khajehaflaton, S. (2022). Effects of Social Support on Participation of Children with ADHD in Physical Activity: Mediating Role of Emotional Wellbeing. International Journal of Pediatrics, 10(10), 16880-16886. doi: 10.22038/ijp.2022.64698.4899.

Ketcheson, L., Hauck, J. L., & Ulrich, D. (2018). The levels of physical activity and motor skills in young children with and without autism spectrum disorder, aged 2-5 years. Autism, 22, 414-423. doi: 10.1177/1362361316683889.

Khosravi M, Seyedi Asl ST, Nazari Anamag A, SabzehAra Langaroudi M, Moharami J, Ahmadi S, Ganjali A, Ghiasi Z, Nafeli M, Kasaeiyan R. 2023. Parenting styles, maladaptive coping styles, and disturbed eating attitudes and behaviors: a multiple mediation analysis in patients with feeding and eating disorders. PeerJ 11:e14880 https://doi.org/10.7717/peerj.14880

Lourenco, C., Esteves, D., Nunes, C., & Liu, T. (2020). Motor proficiency of children with autism spectrum disorder and typically developing children in Portugal. Journal of Physical Education & Sport, 20(3), 1491-1496. DOI:10.7752/jpes.2020.03205.

Mohammadi, H., Nafei, H., Baniasadi, T., & Chaharbaghi, Z. (2022). Accelerometer-Based Physical Activity and Health-Related Quality of Life in Children with ADHD. International Journal of Pediatrics, 10(7), 16362-16369. doi: 10.22038/ijp.2022.63699.4847.

Mohd Nordin, A., Ismail, J., & Kamal Nor, N. (2021). Motor development in children with autism spectrum disorder. Frontiers in Pediatrics, 9, 598276. Doi: 10.3389/fped.2021.598276

Mokhtari, P., Shojaei, M., & Dana, A. (2007). The effect of observational practice on the Badminton volley service learning: The role of self-efficacy. Harakat, 32, 117-131.

Rice, M.S., & Hernandez, H.G. (2006). Frequency of knowledge of results and motor learning in persons with developmental delay. Occupational Therapy International, 13(1), 35-48. doi: 10.1002/oti.206.

Saeedpour-Parizi, M.R., Hassan, S.E., Azad, A. et al. (2021). Target position and avoidance margin effects on path planning in obstacle avoidance. Scientific Reports, 11, 15285. https://doi.org/10.1038/s41598-021-94638-y.

Saeedpour-Parizi, M.R., Hassan, S.E., Baniasadi, T. et al. (2020). Hierarchical goal effects on center of mass velocity and eye fixations during gait. Experimental Brain Research, 238, 2433–2443. https://doi.org/10.1007/s00221-020-05900-0.

Schmidt, R., & Lee, T. (2011). Motor control and learning: a behavioral emphasis. 5th ed. Champaign, IL: Human Kinetics Publishers.

Seyedi Asl ST, Rahnejat A M, Elikaee M M, Khademi M, Shahed-HaghGhadam H, Taghva A. The role of resilience, positive/negative emotions, and character strengths in predicting burnout of military personnel. EBNESINA 2021; 22 (4) :4-13

Seyedi Asl ST, Sadeghi K, Bakhtiari M, Ahmadi SM, Nazari Anamagh A, Khayatan T. Effect of Group Positive Psychotherapy on Improvement of Life Satisfaction and The Quality of Life in Infertile Woman. Int J Fertil Steril. 2016, 10(1):105-12. doi: 10.22074/ijfs.2016.4775.

Shea, C.H., & Wulf, G. (2005). Schema theory: a critical appraisal and reevaluation. Journal of Motor Behavior, 37(2), 85-101.

Taghva A, Seyedi Asl S T, Rahnejat A M, Elikaee M M. Resilience, Emotions, and Character Strengths as Predictors of Job Stress in Military Personnel. Iran J Psychiatry Behav Sci. 2020;14(2):e86477. https://doi.org/10.5812/ijpbs.86477.

Williams, L.R., & Jasiewicz, J.M. (2001). Knowledge of results, movement type, and sex in coincidence timing. Perceptual & Motor Skills, 92(3 Pt 2):1057-68. doi: 10.2466/pms.2001.92.3c.1057.