comparing the effects of self-controlled and examiner-controlled feedback on learning in children with developmental coordination disorder

Background: feedback can improve task learning in children with developmental coordination disorder (dcd). however, the frequency and type of feedback may play different role in learning and needs to more investigations. objectives: the aim of this study was to evaluate the acquisition and retention of new feedback skills in children with dcd under different frequency of self-control and control examiner feedback.materials and methods: in this quasi-experimental study with pretest-posttest design, participants based on their retention were divided into four feedback groups: self-controlled feedback groups with frequencies of 50% and75%, experimenter controls with frequencies of 50% and 75%. the study sample consisted of 24 boys with dcd aged between 9 to 11 years old in ahvaz city, iran. then subjects practiced 30 throwing (6 blocks of 5 attempts) in eighth session. acquisition test immediately after the last training session, and then the retention test were taken. data were analyzed using the paired t-test, anova and tukey tests. results: the results showed no significant difference between groups in the acquisition phase (p > 0.05). however,in the retention session, group of self-control showed better performance than the control tester group (p < 0.05). conclusions: based on the current findings, self-control feedback with high frequency leads to more learning in dcd children. the results of this study can be used in rehabilitation programs to improve performance and learning in children with dcd.