Perceptible learning: monitoring motor learning by individual learning curves

Literature defends that the effect of motor learning is task specific. Also,
literature suggests those tasks have to be measurable in such a way that they
give insight in the progression of learning. In pediatric physical therapy this
insight in the progression of learning will fulfill three goals: 1) it gives
the therapist insight in how to plan their therapy more systematically, 2) it
can be used as feedback to the child, 3) it gives insight in the effectiveness
of intervention. The most appropriate form of feedback is the Knowledge of
Results (KR): information with regard to the result of the child*s performance.
Learning curves give insight in the changes in skilled performance over time in
contrast to motor performance tests, which reflect the level of skilled
performance at one moment. Theoretically it is defendable that lower scores on
motor tests can be associated with lower motor learning potential in the
neurological and/or physiological system (the ceiling level will be lower than
in normal children), less learning capacity in the neurological system (less
steeper learning curve than in normal children), or less motor learning
experience (low starting level but learning curve is *normal* compared to
normal children). In this way, learning curves will be more sufficient to guide
a pediatric physical therapy intervention than motor performance tests.
From literature and previous pilot studies we know that learning curves allow
evaluating and interpreting intervention effects. However, to get insight in
the progression of learning and the maximum learning potential of children in
pediatric rehabilitation we need a gold standard: task specific and age-related
learning curves of normal children in the same age group and the same gender.

This study investigates the shape of task specific learning curves of normal
children between the age of 4-8 years for three age related frequently used
functional skills: placing pegs, beanbag toss and long-jump: information about
the slope and the ceiling value of these curves will be explored. Moreover, we
will study variability between children in relation to the task and analyze the
influence of particular child factors (e.g. age, length, weight) and
performance level at the start of the training.

This is a non-randomized pilot intervention study with a pre- and post test in
60 healthy children from an elementary school. The children will be tested with
three items of the Movement ABC to determine their motor performance level in
manual dexterity, ball skills and static and dynamic balance. These tests are:
placing coins in a groove, rolling a ball into a goal and jumping over a cord.
After that, they will be trained to learn three selected motor skills: placing
pegs, beanbag toss and long-jump. During training the results of skill
performance will be scored for each skill separately resulting in task specific
learning curves. The skills will be trained and measured at school two times a
week, in a period of three weeks, moreover, the children receive a home-work
book and a bag with materials to train once a day during this period. In the
last session, a retention test is done and the three items of the M-ABC will be
tested again as transfer tests.

The children will be measured during activities, which are part of their
natural behavior. There are no specific risk factors. Extend of the burden for
the child is minimal. Extend of the burden for the parents is limited. The
parents are totally free to choose for participation. From the teachers some
time investment for the organization is asked to avoid interference with school
activities.