Wii intervention promoted greater benefits for both upper and lower limbs skills of children with developmental coordination disorder (DCD) than did task-specific training (TST).
TST promoted greater benefits for balance skills of children with DCD.
The use of Wii-training or TST depends on the specificity of the intervention.
Background. Wii-based interventions have shown significant benefits in motor learning for children with developmental coordination disorder (DCD); however, studies comparing the effects of Wii interventions versus matched non-Wii interventions, such as task-specific training (TST), are scarce.
Objective. We compared motor learning in children with DCD who participated in 12 sessions of Wii-based training and those participating in 12 closely matched non-Wii TST sessions as well as when the highest improvements in performance occurred.
Methods. In total, 32 children with DCD (16 per group) were randomly allocated to receive the Wii intervention or TST during 12 sessions. Motor learning was assessed in 3 consecutive phases during the intervention and was determined by the mean of the games scores obtained in the 1) first 4 sessions, 2) intermediate 4 sessions, and 3) last 4 sessions. Six different tasks (table tennis, frisbee, archery, bowling, tightrope walking/balance beam, and marble balance/balance disc) were performed in every session. Each session lasted 42 min (time on task).
Results. Wii training and TST elicited improvements in motor learning, as assessed by increased scores with the frisbee and marble balance/balance disc tasks. However, Wii training elicited better performance in the archery and bowling tasks, whereas only TST elicited improvements in the balance beam and table tennis tasks.
Conclusion. Wii training is not always superior to non-Wii training, and improvements are based on the type of task trained. Thus, each type of intervention benefits a certain skill.Le texte complet de cet article est disponible en PDF.
Keywords : Wii training, task-oriented interventions, motor learning process, developmental coordination disorder