Easy-to-difficult transfer improves long-term motor learning of complex skills in autistic children: A randomized controlled trial / Andy C. Y. TSE in Research in Autism, 137 (September 2026)  

Public ISBD [article]  inResearch in Autism > 137 (September 2026) . - 202988 Titre : Easy-to-difficult transfer improves long-term motor learning of complex skills in autistic children: A randomized controlled trial Type de document : texte imprimé Auteurs : Andy C. Y. TSE, Auteur ; David I. ANDERSON, Auteur ; F. H. SUN, Auteur ; Patrick IP, Auteur ; James W. C. H. CHENG, Auteur Article en page(s) : 202988 Langues : Anglais (eng) Mots-clés : Autism  Motor learning  Easy-to-difficult transfer  Bicycle riding  Skill retention  Skill transfer Index. décimale : PER Périodiques Résumé : Autistic children frequently experience motor coordination difficulties that, together with environmental barriers such as limited availability of trained professionals and inclusive physical activity settings, restrict participation in physical activities and reduce opportunities for social interaction. Despite the importance of motor skill development in this population, few studies have examined teaching strategies that optimise long-term skill acquisition and generalisation.Few studies have examined motor learning strategies that optimize long-term skill acquisition and generalization in this population. This study investigated whether an easy-to-difficult transfer framework would enhance the acquisition, retention, and transfer of a complex motor skill- two-wheel bicycle riding- compared with a traditional training-wheels approach. Fifty children aged 5–8 years (24 with autism, 26 typically developing [TD]) were randomly assigned within their diagnostic groups to either the easy-to-difficult transfer condition (balance bike to assisted wheels to independent riding) or the traditional condition (training wheels progression only). Participants completed six acquisition sessions over two weeks, followed by retention and transfer tests two weeks later. Riding performance was measured using a validated 15-item questionnaire (maximum score = 75). During acquisition, both TD groups performed equivalently and superior to both autism groups. Within the autism groups, the conventional approach produced significantly higher scores from Session 2 onward. However, the easy-to-difficult transfer group showed markedly superior retention and transfer performance across both populations. For autistic children, the easy-to-difficult group outperformed the traditional group in retention (M = 62.17, SD = 7.17 vs. M = 48.50, SD = 13.88) and transfer (M = 62.25, SD = 5.85 vs. M = 40.50, SD = 11.38). Parallel advantages were observed in the TD sample. Although traditional practice accelerated short-term gains during acquisition of complex skills, the easy-to-difficult transfer framework promoted more robust long-term retention and generalization, particularly in autistic children. This theoretically grounded approach offers a promising strategy for motor skill interventions in developmental disabilities. En ligne : https://doi.org/10.1016/j.reia.2026.202988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Easy-to-difficult transfer improves long-term motor learning of complex skills in autistic children: A randomized controlled trial [texte imprimé] / Andy C. Y. TSE, Auteur ; David I. ANDERSON, Auteur ; F. H. SUN, Auteur ; Patrick IP, Auteur ; James W. C. H. CHENG, Auteur . - 202988. Langues : Anglais (eng) in Research in Autism > 137 (September 2026) . - 202988 Mots-clés : Autism  Motor learning  Easy-to-difficult transfer  Bicycle riding  Skill retention  Skill transfer Index. décimale : PER Périodiques Résumé : Autistic children frequently experience motor coordination difficulties that, together with environmental barriers such as limited availability of trained professionals and inclusive physical activity settings, restrict participation in physical activities and reduce opportunities for social interaction. Despite the importance of motor skill development in this population, few studies have examined teaching strategies that optimise long-term skill acquisition and generalisation.Few studies have examined motor learning strategies that optimize long-term skill acquisition and generalization in this population. This study investigated whether an easy-to-difficult transfer framework would enhance the acquisition, retention, and transfer of a complex motor skill- two-wheel bicycle riding- compared with a traditional training-wheels approach. Fifty children aged 5–8 years (24 with autism, 26 typically developing [TD]) were randomly assigned within their diagnostic groups to either the easy-to-difficult transfer condition (balance bike to assisted wheels to independent riding) or the traditional condition (training wheels progression only). Participants completed six acquisition sessions over two weeks, followed by retention and transfer tests two weeks later. Riding performance was measured using a validated 15-item questionnaire (maximum score = 75). During acquisition, both TD groups performed equivalently and superior to both autism groups. Within the autism groups, the conventional approach produced significantly higher scores from Session 2 onward. However, the easy-to-difficult transfer group showed markedly superior retention and transfer performance across both populations. For autistic children, the easy-to-difficult group outperformed the traditional group in retention (M = 62.17, SD = 7.17 vs. M = 48.50, SD = 13.88) and transfer (M = 62.25, SD = 5.85 vs. M = 40.50, SD = 11.38). Parallel advantages were observed in the TD sample. Although traditional practice accelerated short-term gains during acquisition of complex skills, the easy-to-difficult transfer framework promoted more robust long-term retention and generalization, particularly in autistic children. This theoretically grounded approach offers a promising strategy for motor skill interventions in developmental disabilities. En ligne : https://doi.org/10.1016/j.reia.2026.202988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder / Venus H.L. LIU ; Paul H. LEE ; David I. ANDERSON ; Kimberley Dawn LAKES in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.327?341 Titre : The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Venus H.L. LIU, Auteur ; Paul H. LEE, Auteur ; David I. ANDERSON, Auteur ; Kimberley Dawn LAKES, Auteur Article en page(s) : p.327?341 Mots-clés : autism  children  cognitive function  executive function  physical exercise  self-regulation Index. décimale : PER Périodiques Résumé : Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social, emotional, and physical needs of an individual mediated the exercise?executive function and exercise?self-regulation relationships. Sixty-four children diagnosed with autism spectrum disorder were randomly assigned into 1 of 3 groups: learning to ride a bicycle (n 23), stationary cycling (n 19), or an active control with walking (n 22). Two executive functions (flexibility and inhibition), self-regulation and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy, and perceived physical fitness were assessed. Participants in the learning to ride a bicycle group significantly improved their executive functions (p values < .01). The learning to ride a bicycle group and the stationary cycling group also significantly enhanced their self-regulation (p values < .001). Mediation analyses showed that physical self-efficacy and perceived physical fitness partially mediated the exercise?executive function relationship. Meanwhile, perceived social support significantly mediated the exercise?self-regulation relationship (p < .05). Our findings highlight the value of cognitively engaging exercise on enhancing executive functions in children with autism spectrum disorder in part by improving their physical self-efficacy and perceptions of fitness. Lay abstract This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613231168944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder [texte imprimé] / Venus H.L. LIU, Auteur ; Paul H. LEE, Auteur ; David I. ANDERSON, Auteur ; Kimberley Dawn LAKES, Auteur . - p.327?341. in Autism > 28-2 (February 2024) . - p.327?341 Mots-clés : autism  children  cognitive function  executive function  physical exercise  self-regulation Index. décimale : PER Périodiques Résumé : Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social, emotional, and physical needs of an individual mediated the exercise?executive function and exercise?self-regulation relationships. Sixty-four children diagnosed with autism spectrum disorder were randomly assigned into 1 of 3 groups: learning to ride a bicycle (n 23), stationary cycling (n 19), or an active control with walking (n 22). Two executive functions (flexibility and inhibition), self-regulation and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy, and perceived physical fitness were assessed. Participants in the learning to ride a bicycle group significantly improved their executive functions (p values < .01). The learning to ride a bicycle group and the stationary cycling group also significantly enhanced their self-regulation (p values < .001). Mediation analyses showed that physical self-efficacy and perceived physical fitness partially mediated the exercise?executive function relationship. Meanwhile, perceived social support significantly mediated the exercise?self-regulation relationship (p < .05). Our findings highlight the value of cognitively engaging exercise on enhancing executive functions in children with autism spectrum disorder in part by improving their physical self-efficacy and perceptions of fitness. Lay abstract This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613231168944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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