Strategies to Accommodate Children with Developmental Coordination Disorder in Physical Education Lessons

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.

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

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2019-0193 ◽

2020 ◽

Vol 37 (4) ◽

pp. 385-403 ◽

Cited By ~ 1

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.

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Developmental coordination disorder and reported enjoyment of physical education in children

European Physical Education Review ◽

10.1177/1356336x07072678 ◽

2007 ◽

Vol 13 (1) ◽

pp. 81-98 ◽

Cited By ~ 30

Author(s):

John Cairney ◽

John Hay ◽

James Mandigo ◽

Terrance Wade ◽

Brent. E. Faught ◽

...

Keyword(s):

Physical Education ◽

Developmental Coordination Disorder ◽

Coordination Disorder

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Motivating children with developmental coordination disorder in school physical education: The self-determination theory approach

Research in Developmental Disabilities ◽

10.1016/j.ridd.2011.06.005 ◽

2011 ◽

Vol 32 (6) ◽

pp. 2674-2682 ◽

Cited By ~ 13

Author(s):

Ermioni S. Katartzi ◽

Symeon P. Vlachopoulos

Keyword(s):

Physical Education ◽

Developmental Coordination Disorder ◽

Self Determination Theory ◽

The Self ◽

Self Determination ◽

Theory Approach ◽

Coordination Disorder

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0124 ◽

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.

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