The Effect of Visual Environmental Distraction on Gait Performance in Children

ABSTRACT

Purpose: Identify the effect of visual distraction on gait parameters in children and describe the role of walking experience (WE) in the management of visual distraction. Methods: Forty-two typically developing children, mean age 43.2 months (SD = 22.9) participated and were divided into three groups according to WE: early walkers (6–11 months of WE), preschool walkers (12–37 months of WE), and experienced walkers (38–79 months of WE). Gait parameters measured under two conditions (no visual distraction and with visual distraction) included: velocity, step length, step width, and double limb support percentage (DLS%) of gait cycle. Multivariate analysis of variance assessed differences in gait between groups (effect of WE) and within groups (effect of condition). Results: Significant main effects of WE group F(8,74) = 5.300, p ≤.001 and visual distraction condition F(4,36) = 2.586, p = 0.053 were found. Visual environmental distraction significantly affected gait performance in children regardless of walking experience. Velocity decreased from 110.04 to 97.73 cm/sec (p = 0.003) while DLS% of gait cycle increased from 18.29% to 20.39% (p = 0.025). Conclusions: Results suggest physical therapists need to consider attentional requirements when assessing gait; even in children with more WE. If attention to task is a limiting factor for performance or learning of a motor task, it may need to be addressed directly as part of the treatment plan.

KEYWORDS:

• Divided attention
• gait
• motor learning
• postural control
• typically developing children
• walking experience

Declaration of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

About the Authors

F. Bizama is a Clinical Manager in the Home Care department at Children's Health System of Texas. A. Medley is a Professor and Director in the School of Physical Therapy at Texas Woman's University Dallas. E. Trudelle-Jackson is a Professor in the School of Physical Therapy at Texas Woman's University Dallas. L. Csiza is an Assistant Professor in the School of Physical Therapy at Texas Woman's University Dallas.