Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders.

This article focuses on comparing the effectiveness of errorless (implicit) training versus explicit instruction in teaching golf putting to children with Autism Spectrum Disorder (ASD). Twenty children with moderate ASD, aged 9–13, were randomly assigned to either an errorless learning group, which practiced putting from varying distances without ongoing instruction, or an explicit instruction group, which practiced from a fixed distance with verbal guidance. Both groups improved during training, but the errorless group demonstrated significantly better putting accuracy in retention and transfer tests, suggesting superior motor learning and adaptability. The study attributes these findings to the reduced working memory demands of errorless learning, which may benefit children with ASD who often experience working memory deficits, though it notes limitations including small sample size and confounding variables such as variable practice distances.