Document Type : Original Articles
1 PhD in Motor Behavior, Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
2 Associate Professor, Department of Motor Behavior, School of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
3 Professor, Department of Physiology-Neurology, Pasteur Institute of Iran, Tehran, Iran
Introduction: This study was performed to compare the implicit motor sequence learning in children with and without developmental coordination disorder.Materials and Methods: To compare the implicit motor learning, serial reaction time task (SRT) was designed and used in C++ programming environment. In this study, 24 participated children were divided into two equal groups of with and without developmental coordination disorder; they practiced 10 blocks of SRT task during the two days with an interval of 24 hours. At the beginning of the test, no explanation was given to learners about the appearance of stimuli and motor learning took place implicitly. Data were analyzed using independent-t and ANOVA tests.Results: There was no significant difference between the two groups of children with and without developmental coordination disorder in speed (P = 0.235) and precision (P = 0.072) components. However, comparing the between subjects effects during blocks of motor sequence acquisition phase (indicating) significant differences between children with and without developmental disorder in both speed and accuracy variable (P > 0.001).Conclusion: Although children with developmental coordination disorder have difficulties in acquisition and learning of everyday motor skills, their implicit motor sequence is intact. Therefore, in the process of teaching and rehabilitation of children with developmental coordination disorder, we can take advantage from implicit learning.