Learning and Transfer of Dynamic Stability in Manual Coordination Modes in Children With Developmental Coordination Disorder Compared to Typically Developing Children

Abstract

Background: Children with Developmental Coordination Disorder (DCD) experience significant deficits in motor control. Understanding the mechanisms associated with the stability of coordination patterns and their transfer, particularly in the context of interlimb coordination and intertask transfer, can provide valuable insights into addressing their motor challenges. Purpose: The present study employed a quasi-experimental design with pretest-posttest measures, including retention and transfer sessions. Research Design: A total of 36 boys, aged 7–12 years, diagnosed with DCD according to the DSM-5 criteria, and 36 typically developing children, matched for IQ and chronological age, were selected through purposive sampling. Each child was randomly assigned to one of three practice conditions: unimanual, bimanual, or dyadic. In the pretest, participants completed five trials in unimanual, bimanual, and dyadic execution modes across all groups. During the acquisition, they performed five blocks of practice, each consisting of 10 trials. After 24 hours, one block of five trials was conducted to assess retention, and two blocks of five trials each were used to evaluate transfer across different practice conditions. Data Collection: Manual coordination was assessed using rotary pursuit task software, measuring variables such as continuous relative phase (CRP), total time on target (TOT), continuous time on target (CTT), distance from target (DT), and distance from path (DP). Results: Repeated measures ANOVA showed significant differences between the groups in TOT, CTT, and DT during retention (p < .05), indicating challenges in maintenance of retention in children with DCD. For CRP, there was no significant difference between the two groups (p > .05). In the transfer of coordination stability, significant differences were observed when transferring from dyadic and bimanual training to unimanual execution in DP, CTT, and TOT (p < .05) and from unimanual and dyadic training to bimanual execution in TOT and CTT (p < .05). Conclusion: Overall, children with DCD are capable of executing and learning motor coordination patterns and even transferring acquired skills to new conditions. However, they face greater challenges compared to typically developing children. These difficulties are likely due to the performer constraints, which may be alleviated with increased training and practice.