A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens

Prospects ◽  
2020 ◽  
Author(s):  
Laura St. John ◽  
Dean Dudley ◽  
John Cairney
Keyword(s):  
Physical Education ◽  
Developmental Coordination Disorder ◽  
Physical Literacy ◽  
Coordination Disorder ◽  
Longitudinal Examination

An Exploratory Study of Teachers’ Experiences in Physical Education With Children Thought to Have Developmental Coordination Disorder

2020 ◽  
pp. 1-18
Author(s):  
Chantelle Zimmer ◽  
Janice Causgrove Dunn
Keyword(s):  
Physical Education ◽  
Developmental Coordination Disorder ◽  
Semistructured Interview ◽  
Teachers Perceptions ◽  
Elementary Years ◽  
Teachers Experiences ◽  
Diverse Backgrounds ◽  
Positive Experiences ◽  
Movement Difficulties ◽  
Coordination Disorder

Teachers can create supportive conditions in physical education to mitigate experiences of stress for children with developmental coordination disorder (DCD); however, most are unfamiliar with DCD and lack adequate training to instruct children with impairments. The purpose of this study was to explore teachers’ perceptions of and interactions in physical education with children thought to demonstrate functional difficulties associated with DCD. A semistructured interview was conducted with 12 teachers across all elementary years with diverse backgrounds and thematically analyzed. Four themes were produced. Teachers (a) had differing views on the etiology of children’s movement difficulties, though (b) all recognized a range of difficulties children demonstrated. They (c) believed it was their role to facilitate positive experiences for these children in physical education but (d) experienced challenges in doing so. Training that increases teachers’ knowledge of and abilities to address the needs of children thought to have DCD is warranted.

scholarly journals Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions

2020 ◽  
Vol 17 (12) ◽  
pp. 4313
Author(s):  
Motohide Miyahara
Keyword(s):  
Treatment Effect ◽  
Critical Review ◽  
Developmental Disorders ◽  
Developmental Coordination Disorder ◽  
Children And Youth ◽  
Physical Literacy ◽  
Assessment And Treatment ◽  
Conventional Practice ◽  
Literacy Framework ◽  
Coordination Disorder

A framework of literacy may have roles to play in the assessment and treatment of children and youth with developmental disorders. This review aims to evaluate the conventional practice of assessment and treatment for children and youth with a developmental disorder in the physical domain, called developmental coordination disorder (DCD), and explore how the framework of physical literacy could contribute to the advancement of the current practice. This study adopts a method of narrative critical review based on a non-systematic search for its broad coverage to provide insights into the trend and future alternative directions. Over recent decades, children and youth with DCD have been typically assessed with standardized norm-referenced tests, before and after task-oriented intervention, for aiding diagnosis and evaluating the treatment effect. However, a recent high-quality systematic review showed limited evidence for the treatment effect assessed by the tests. Here, a framework of physical literacy is proposed to be used as an alternative to the conventional practice by recalibrating treatment goals and modifying the assessment and intervention approaches; criterion-referenced real-life authentic assessment and activities are encouraged with an emphasis on the enjoyment of movement and value of physical activity towards the attainment of physically active and healthy lifestyle goals from a lifespan perspective. The application of the physical literacy framework to the assessment and treatment of DCD needs to be further examined conceptually and empirically, while exploring a potential contribution of the literacy framework to transform the conventional assessment and treatment of children and youth with other developmental disorders.

Experiences in Physical Education for Children at Risk for Developmental Coordination Disorder

2020 ◽  
Vol 37 (4) ◽  
pp. 385-403 ◽  
Author(s):  
Chantelle Zimmer ◽  
Janice Causgrove Dunn ◽  
Nicholas L. Holt
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Interpretative Phenomenological Analysis ◽  
Developmental Coordination Disorder ◽  
Developmental Stress ◽  
Children At Risk ◽  
Coping Theory ◽  
As Stress ◽  
And Coping ◽  
Coordination Disorder

Children with developmental coordination disorder (DCD) may experience stress in physical activity contexts due to emphasis on their poor motor skills. The purpose of this study was to explore the lived experiences of children at risk for DCD in physical education in order to develop a deeper understanding about what they experience as stress and how they cope with it. Using interpretative phenomenological analysis, six children in Grades 4–6 participated in two semistructured interviews. A motivational (and developmental) stress and coping theory informed interpretation of the three themes that described the children’s experiences: (a) they hurt me—psychological and physical harm sustained from peers, (b) it’s hard for me—difficulties encountered in activities, and (c) I have to—pressure to meet the teacher’s demands. Although the children at risk for DCD were confronted with various stressors in physical education, they coped more adaptively when social support was provided.

Developmental coordination disorder and reported enjoyment of physical education in children

2007 ◽  
Vol 13 (1) ◽  
pp. 81-98 ◽  
Author(s):  
John Cairney ◽  
John Hay ◽  
James Mandigo ◽  
Terrance Wade ◽  
Brent. E. Faught ◽  
...  
Keyword(s):  
Physical Education ◽  
Developmental Coordination Disorder ◽  
Coordination Disorder

Long-Term Effects of a Movement Intervention Program for Children With Probable Developmental Coordination Disorder

2021 ◽  
pp. 1-9
Author(s):  
Ilana Santos de Oliveira ◽  
Bárbara Coiro Spessato ◽  
Dayana da Silva Oliveira ◽  
Romulo José César Lins ◽  
Silvia Wanick Sarinho
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Developmental Coordination Disorder ◽  
Intervention Group ◽  
Manual Dexterity ◽  
Long Term Effects ◽  
Task Oriented ◽  
Coordination Disorder

Purpose: To examine long-term effects of a task-oriented intervention program for children with probable developmental coordination disorder in a physical education setting. Method: Sixty-nine boys and girls (7–10 years) were divided into two groups: intervention (n = 36) and control (n = 33). All children participated in physical education classes twice a week. The intervention group also had two weekly sessions focused on gross motor skills development for 12 weeks. Children were assessed by the Movement Assessment Battery for Children-2, three times: pretest, posttest, and follow-up. Results: The intervention group showed superior results (p ≤ .05) posttest in: manual dexterity (d = 0.71), balance (d = 0.86), and total score (d = 1.02), and at follow-up in: manual dexterity (d = 1.05), balance (d = 0.86), and total score (d = 0.94). Conclusion: Task-oriented intervention provided a retained positive effect in the development of motor competence in children with probable developmental coordination disorder.

Number Acuity of Children With Developmental Coordination Disorder (DCD)

2013 ◽  
Author(s):  
Alice Gomez ◽  
Manuela Piazza ◽  
Antoinette Jobert ◽  
Ghislaine Dehaene ◽  
Stanislas Dehaene ◽  
...  
Keyword(s):  
Developmental Coordination Disorder ◽  
Coordination Disorder

Numerical Abilities of School-Age Children With Developmental Coordination Disorder (DCD): A Behavioral and Eye-Tracking Study

2013 ◽  
Author(s):  
Alice Gomez ◽  
Manuela Piazza ◽  
Antoinette Jobert ◽  
Ghislaine Dehaene ◽  
Stanislas Dehaene ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Developmental Coordination Disorder ◽  
School Age Children ◽  
School Age ◽  
Numerical Abilities ◽  
Coordination Disorder
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