ABSTRACT
This study aimed to examine the role of working memory in the effectiveness of errorless protocols for facilitating implicit motor learning in adolescents with and without intellectual disabilities. A total of 20 adolescent boys with intellectual disabilities and 20 typically developing adolescent boys (mean age = 12.12 ± 0.80 years) voluntarily participated in the experiment. The participants with and without intellectual disabilities were separately assigned to either the errorless or errorful practice group based on their IQ scores. The task involved aiming at concentric targets using a mini-basketball. The errorless practice group practiced the task from near to far distances (3, 3.25, 3.5, and 3.75 meters), while the errorful practice group practiced from far to near distances. Implicit motor learning activation was assessed by comparing performances in dual-task conditions immediately after practice, as well as after 24 hours and one week. Additionally, working memory engagement during practice was evaluated. Results indicated that the errorless group, which required less working memory engagement during practice, showed significantly better performance in dual-task conditions compared to the errorful group (p < 0.05). The findings regarding the impact of practice errors on enhancing implicit motor learning in both adolescents with and without intellectual disabilities are crucial for developing motor skill acquisition strategies for adolescents, regardless of cognitive abilities. The results were consistent with the predictions of Adams' closed-loop theory and the reinvestment theory concerning the benefits of reducing errors in motor learning, but they were not aligned with Schmidt's schema theory.
