Developmental Coordination Disorder
Conditions
Keywords
Quiet eye training, Visual Attention
Brief summary
The aim of this study was to integrate a gaze training intervention (i.e., quiet eye training; QET) that has been shown to improve the throwing and catching skill of children with Developmental Coordination Disorder (DCD), within an approach (i.e., group therapy) that might alleviate the psychosocial influence of these motor skill deficits.
Detailed description
Children with DCD will be randomly split into either QET group or a technical training (TT). The TT group will be given movement-related instructions via video, relating to the throw and catch phases, while the QET group will also be taught to fixate a target location on the wall prior to the throw (QE1) and to track the ball prior to the catch (QE2). Each group will take part in a 4- week, group therapy intervention and measurements of QE duration obtained from a mobile eye tracking system and catching performance are to be taken before and after training, and at a 6-week delayed retention test. Parental feedback on psychosocial and motor skill outcomes will also be collected at delayed retention.
Interventions
BEHAVIORALTechnical Training
Children will watch an instructional video focused on movement related instructions regarding the throwing and catching task.
BEHAVIORALQuiet Eye Training
Children will watch the same video as the TT group but will also receive instructions designed to optimise their quiet eye durations.
Sponsors
Liverpool Hope University
University of Exeter
University of Calgary
The Waterloo Foundation
Manchester Metropolitan University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
7 Years to 11 Years
Healthy volunteers
Yes
Inclusion criteria
* Prior diagnosis of Developmental Coordination Disorder or suspected to have DCD * Scores below the 5th percentile on the MABC-2 (Movement Assessment Battery for Children-2) * Be of normal intelligence (assessed through parent/teacher feedback) * No neurological disorder * Normal of corrected-to-normal vision
Exclusion criteria
* Score over 5th Percentile on the MABC-2 * Suffers from a neurological disorder * Below average intelligence * Any visual impairment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Catching Success | From Baseline to after a 4 week training period, and after 6-week delayed retention test | How many balls the participants catch out of 50 attempts |
| Changes in the qualitative catching performance scale score | From Baseline to after a 4 week training period, and after 6-week delayed retention test | The qualitative catching performance scale consisted of an 11-point scale whereby catch attempts were given a score between '0' (Makes no move towards the ball as it comes back) and '10' (The catch is made exclusively with the palms and fingers). |
| Changes in Quiet Eye durations | From Baseline to after a 4 week training period, and after 6-week delayed retention test | Changes in participants eye-movements |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Changes 3D Movement Kinematics | From Baseline to after a 4 week training period, and after 6-week delayed retention test | Changes in joint angles related to the throwing movement |
| Changes in Muscular Activity (EMG) | From Baseline to after a 4 week training period, and after 6-week delayed retention test | Changes in muscular activity related to the throwing task |
| Parental Perceptions of Motor Skill Improvements | End of the study (approximately 12 weeks after baseline testing) | Parent feedback will be gathered using a short answer questionnaire. |
Countries
United Kingdom
Outcome results
None listed