TY - JOUR
T1 - The role of the practice order
T2 - A systematic review about contextual interference in children
AU - Graser, Judith V.
AU - Bastiaenen, Caroline H. G.
AU - van Hedel, Hubertus J. A.
N1 - Funding Information:
This study has been funded by the Clinical Research Priority Programme (CRPP) Neuro- Rehabilitation of the University of Zurich and the Mäxi Foundation.
Publisher Copyright:
© 2019 Graser et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2019/1/22
Y1 - 2019/1/22
N2 - AimWe aimed to identify and evaluate the quality and evidence of the motor learning literature about intervention studies regarding the contextual interference (CI) effect (blocked vs. random practice order) in children with brain lesions and typically developing (TD) children.MethodEight databases (Cinahl, Cochrane, Embase, PubMed, Pedro, PsycINFO, Scopus and Web of Knowledge) were searched systematically with predefined search terms. Controlled studies examining the CI effect in children (with brain lesions or TD) were included. Evidence level, conduct quality, and risk of bias were evaluated by two authors independently. A best evidence synthesis was performed.ResultsTwenty-five papers evaluating TD children were included. One of these studies also assessed children with cerebral palsy. Evidence levels were I, II, or III. Conduct quality was low and the risk of bias high, due to methodological issues in the study designs or poor description thereof. Best evidence synthesis showed mainly no or conflicting evidence. Single tasks showed limited to moderate evidence supporting the CI effect in TD children.ConclusionThere is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions.
AB - AimWe aimed to identify and evaluate the quality and evidence of the motor learning literature about intervention studies regarding the contextual interference (CI) effect (blocked vs. random practice order) in children with brain lesions and typically developing (TD) children.MethodEight databases (Cinahl, Cochrane, Embase, PubMed, Pedro, PsycINFO, Scopus and Web of Knowledge) were searched systematically with predefined search terms. Controlled studies examining the CI effect in children (with brain lesions or TD) were included. Evidence level, conduct quality, and risk of bias were evaluated by two authors independently. A best evidence synthesis was performed.ResultsTwenty-five papers evaluating TD children were included. One of these studies also assessed children with cerebral palsy. Evidence levels were I, II, or III. Conduct quality was low and the risk of bias high, due to methodological issues in the study designs or poor description thereof. Best evidence synthesis showed mainly no or conflicting evidence. Single tasks showed limited to moderate evidence supporting the CI effect in TD children.ConclusionThere is a severe limitation of good-quality evidence about the CI effect in children who practice different tasks in one session, especially in children with brain lesions.
KW - MOTOR
KW - ACQUISITION
KW - RETENTION
KW - SKILL
KW - EXPERIENCE
KW - TASK
KW - INDIVIDUALS
KW - VARIABILITY
KW - MECHANISMS
U2 - 10.1371/journal.pone.0209979
DO - 10.1371/journal.pone.0209979
M3 - (Systematic) Review article
C2 - 30668587
SN - 1932-6203
VL - 14
JO - PLOS ONE
JF - PLOS ONE
IS - 1
M1 - 0209979
ER -