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Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy

The purpose of this study was to investigate the effect of physical guidance (PG) frequency on learning a tracking task in children with hemiplegic spastic cerebral palsy (CP). For this purpose, 25 children, aged 7–15 years with CP affecting the left side of the body, who were classified in levels I...

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Autores principales: Nobari, Hadi, Azimzadeh, Elham, Hassanlouei, Hamidollah, Badicu, Georgian, Pérez-Gómez, Jorge, Ardigò, Luca Paolo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296997/
https://www.ncbi.nlm.nih.gov/pubmed/34281074
http://dx.doi.org/10.3390/ijerph18137136
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author Nobari, Hadi
Azimzadeh, Elham
Hassanlouei, Hamidollah
Badicu, Georgian
Pérez-Gómez, Jorge
Ardigò, Luca Paolo
author_facet Nobari, Hadi
Azimzadeh, Elham
Hassanlouei, Hamidollah
Badicu, Georgian
Pérez-Gómez, Jorge
Ardigò, Luca Paolo
author_sort Nobari, Hadi
collection PubMed
description The purpose of this study was to investigate the effect of physical guidance (PG) frequency on learning a tracking task in children with hemiplegic spastic cerebral palsy (CP). For this purpose, 25 children, aged 7–15 years with CP affecting the left side of the body, who were classified in levels II–III of Manual Abilities Classification System (MACS) and levels III–IV of Gross Motor Function Classification System (GMFCS), were recruited from 10 clinical centers. A pre-test including two blocks of 12 trials of the tracking task without any PG was performed by all participants, after that they were assigned into five homogenous groups (with 100%, 75%, 50%, 25%, and 0% of PG) through blocked randomization according to their age. All participants involved in an intervention consisted of eight sessions (four blocks of 12 trials in each session) practicing a tracking task. The 0% PG group received no PG, the 25% PG group received PG for three trials, the 50% PG group received PG for six trials, the 75% PG group received PG for nine trials, and the 100% PG group received PG for all twelve trials. PG consisted of placing the experimenter’s hand around the child’s less-involved hand guiding to stay on the track and complete the task. Learning was inferred by acquisition and delayed retention tests. The results showed that the higher frequency of PG led to more accurate performance during practice phase. However, the group that received 75% PG had significantly better performance compared to the other groups in the retention phase. It is concluded that optimum level of PG, about 75% of trials, can be helpful for learning a tracking task in children with spastic hemiplegic CP, supporting the challenge point framework.
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spelling pubmed-82969972021-07-23 Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy Nobari, Hadi Azimzadeh, Elham Hassanlouei, Hamidollah Badicu, Georgian Pérez-Gómez, Jorge Ardigò, Luca Paolo Int J Environ Res Public Health Article The purpose of this study was to investigate the effect of physical guidance (PG) frequency on learning a tracking task in children with hemiplegic spastic cerebral palsy (CP). For this purpose, 25 children, aged 7–15 years with CP affecting the left side of the body, who were classified in levels II–III of Manual Abilities Classification System (MACS) and levels III–IV of Gross Motor Function Classification System (GMFCS), were recruited from 10 clinical centers. A pre-test including two blocks of 12 trials of the tracking task without any PG was performed by all participants, after that they were assigned into five homogenous groups (with 100%, 75%, 50%, 25%, and 0% of PG) through blocked randomization according to their age. All participants involved in an intervention consisted of eight sessions (four blocks of 12 trials in each session) practicing a tracking task. The 0% PG group received no PG, the 25% PG group received PG for three trials, the 50% PG group received PG for six trials, the 75% PG group received PG for nine trials, and the 100% PG group received PG for all twelve trials. PG consisted of placing the experimenter’s hand around the child’s less-involved hand guiding to stay on the track and complete the task. Learning was inferred by acquisition and delayed retention tests. The results showed that the higher frequency of PG led to more accurate performance during practice phase. However, the group that received 75% PG had significantly better performance compared to the other groups in the retention phase. It is concluded that optimum level of PG, about 75% of trials, can be helpful for learning a tracking task in children with spastic hemiplegic CP, supporting the challenge point framework. MDPI 2021-07-03 /pmc/articles/PMC8296997/ /pubmed/34281074 http://dx.doi.org/10.3390/ijerph18137136 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Nobari, Hadi
Azimzadeh, Elham
Hassanlouei, Hamidollah
Badicu, Georgian
Pérez-Gómez, Jorge
Ardigò, Luca Paolo
Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title_full Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title_fullStr Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title_full_unstemmed Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title_short Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy
title_sort effect of physical guidance on learning a tracking task in children with cerebral palsy
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8296997/
https://www.ncbi.nlm.nih.gov/pubmed/34281074
http://dx.doi.org/10.3390/ijerph18137136
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