Volume 5, Issue 189 (12-2025)
J Except Educ 1404, __(189): 90-90 |
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Tollabi M, Tahmasebi ¬Boroujeni S, Arabameri E, Shahbazi M, Lohse K R. The Impact of Task Difficulty with Low-Error and High-Error
Practice on Motor Learning in Children with ADHD. J Except Educ 2025; 5 (189) : 3
URL: http://exceptionaleducation.ir/article-1-2808-en.html
URL: http://exceptionaleducation.ir/article-1-2808-en.html
Mohammad Tollabi1 
, Shahzad Tahmasebi ¬Boroujeni *2 , Elahe Arabameri1 , Mehdi Shahbazi1 , Keith R. Lohse3
, Shahzad Tahmasebi ¬Boroujeni *2 , Elahe Arabameri1 , Mehdi Shahbazi1 , Keith R. Lohse3
1- Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.
2- Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran. ,shahzadtahmaseb@ut.ac.ir
3- Associate Professor of Physical Therapy, Neurology, Washington University School of Medicine in Saint Louis.
2- Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran. ,
3- Associate Professor of Physical Therapy, Neurology, Washington University School of Medicine in Saint Louis.
Abstract: (15 Views)
Abstract
Background & Purpose: The aim of this paper is to examine the impact of task difficulty on motor learning
in children with Attention Deficit Hyperactivity Disorder (ADHD) and typically developing children. We
manipulated task difficulty using nominal and functional task difficulties. In the dart-throwing task, we
adjusted the nominal difficulty using a set of distances.
Materials and Methods: We manipulated functional difficulty by selecting a practice schedule from near
to far (low-error practice) and far to near (high-error practice). Ninety-six children aged 9 and 10, including
48 children with ADHD, were randomly assigned to one of four practice groups. We collected and analyzed
absolute error data during the acquisition, retention, and transfer phases.
Results: The results showed that children with ADHD had higher errors in all phases compared to typically
developing children. Additionally, nominal task difficulty had a significant effect on absolute error. Lowerror
practice schedules resulted in reduced absolute errors across all phases, although the reduction was
minimal.
Conclusion: The conclusion is that children with ADHD face more challenges in motor learning, and
nominal task difficulty can affect their performance improvement. In general, it is suggested that educators
and teachers initially use tasks with minimal nominal difficulty and low-error practice schedules to improve
motor learning in novice children.
Background & Purpose: The aim of this paper is to examine the impact of task difficulty on motor learning
in children with Attention Deficit Hyperactivity Disorder (ADHD) and typically developing children. We
manipulated task difficulty using nominal and functional task difficulties. In the dart-throwing task, we
adjusted the nominal difficulty using a set of distances.
Materials and Methods: We manipulated functional difficulty by selecting a practice schedule from near
to far (low-error practice) and far to near (high-error practice). Ninety-six children aged 9 and 10, including
48 children with ADHD, were randomly assigned to one of four practice groups. We collected and analyzed
absolute error data during the acquisition, retention, and transfer phases.
Results: The results showed that children with ADHD had higher errors in all phases compared to typically
developing children. Additionally, nominal task difficulty had a significant effect on absolute error. Lowerror
practice schedules resulted in reduced absolute errors across all phases, although the reduction was
minimal.
Conclusion: The conclusion is that children with ADHD face more challenges in motor learning, and
nominal task difficulty can affect their performance improvement. In general, it is suggested that educators
and teachers initially use tasks with minimal nominal difficulty and low-error practice schedules to improve
motor learning in novice children.
Article number: 3
Keywords: Acquisition, Attention Deficit Hyperactivity Disorder, Dart throwing, Motor Learning and Task
Difficulty
Type of Study: Original Article |
Subject:
تربيت بدني
Received: 2024/Oct/Wed | Revised: 2026/Jan/Sun | Accepted: 2025/Apr/Sun | Published: 2026/Jan/Sun | ePublished: 2026/Jan/Sun
Received: 2024/Oct/Wed | Revised: 2026/Jan/Sun | Accepted: 2025/Apr/Sun | Published: 2026/Jan/Sun | ePublished: 2026/Jan/Sun
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