The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

The purpose was to determine whether evidence exists in published research from 1970 to 1996 to support motor skill intervention for children with developmental coordination disorder (DCD) or equivalent conditions. The following questions were addressed: (a) Which (if any) of three theoretical approaches to motor skill interventions is supported by evidence? (b) How do age of participants, research design, intervention setting, and intervention duration affect motor outcomes? (c) What are the results of meta-analysis? Twenty-one relevant studies were identified, and 13 (all that reported means and standard deviations) were subjected to meta-analysis. Findings indicated that motor skill intervention is most effective when applied with (a) children with DCD over age 5, (b) the specific skill theoretical approach, (c) intervention conducted in a group setting or as a home program, and (d) intervention frequency of at least 3 to 5 times per week. No clear findings emerged in regard to other variables.

Download Full-text

The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2021-0031 ◽

2021 ◽

pp. 1-18

Author(s):

Sally Taunton Miedema ◽

Ali Brian ◽

Adam Pennell ◽

Lauren Lieberman ◽

Larissa True ◽

...

Keyword(s):

Early Childhood ◽

Young Children ◽

Motor Development ◽

Motor Skill ◽

Developmental Needs ◽

School Based ◽

Singular Component ◽

Component Approach ◽

Motor Skill Intervention ◽

Early Childhood Center

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

Download Full-text

Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

CoDAS ◽

10.1590/2317-1782/20152014013 ◽

2015 ◽

Vol 27 (2) ◽

pp. 128-134 ◽

Cited By ~ 3

Author(s):

Natália Fusco ◽

Giseli Donadon Germano ◽

Simone Aparecida Capellini

Keyword(s):

Developmental Dyslexia ◽

Motor Skill ◽

Intervention Program ◽

Perceptual Skills ◽

Positive Effects ◽

Visual Spatial ◽

Group I ◽

Visual Motor ◽

Motor Skill Intervention

Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

Download Full-text

The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

Revista Paulista de Educação Física ◽

10.11606/issn.2594-5904.rpef.2002.138698 ◽

2002 ◽

Vol 16 (1) ◽

pp. 61 ◽

Cited By ~ 2

Author(s):

Nadia Cristina Valentini

Keyword(s):

Motor Development ◽

Motor Skill ◽

Motor Performance ◽

Social Acceptance ◽

Perceived Competence ◽

Gross Motor ◽

Gross Motor Development ◽

Motor Skill Intervention

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem

Download Full-text

Beyond the Motor Domain: Exploring the Secondary Effects of a Fundamental Motor Skill Intervention for Children With Autism Spectrum Disorder

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2020-0024 ◽

2020 ◽

pp. 1-20

Author(s):

Leanne K. Elliott ◽

Jonathan A. Weiss ◽

Meghann Lloyd

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Motor Skill ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Future Research ◽

Listening Skills ◽

Secondary Effects ◽

Motor Skill Intervention

Early motor skill interventions have been shown to improve the motor skill proficiency of children with autism spectrum disorder; however, little is known about the secondary effects associated with these types of interventions (e.g., influence on behavior, social skills, family dynamics). The purpose of this qualitative study was to (a) investigate parents’ perceptions of the child-level benefits associated with a fundamental motor skill intervention for their 4-year-olds with autism spectrum disorder and (b) explore how child-level benefits influenced the family unit. Eight parents (N = 8) were interviewed (semistructured) about their experiences with the intervention for their child(ren); the study was grounded in phenomenology. Five main child-level benefits emerged, including improvements with (a) motor skills, (b) social skills, (c) listening skills, (d) turn-taking skills, and (e) transition skills. The child-level benefits then extended to family members in a number of ways (e.g., more positive sibling interactions). These findings highlight several important secondary effects that should be investigated in future research.

Download Full-text