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 Educator’s ability to identify students with coordination disorders: A review of literature

2017 ◽  
Vol 2 (3) ◽  
pp. 139
Author(s):  
Michalis Anastasiadis
Keyword(s):  
School Environment ◽  
Developmental Coordination Disorder ◽  
Learning Difficulties ◽  
School Intervention ◽  
Coordination Disorders ◽  
Movement Difficulties ◽  
Coordination Disorder ◽  
Specific Education ◽  
Specific Learning

According to research 5-7% of the total school population face motor learning difficulties such as Developmental Coordination Disorder (DCD). In addition to that, recent findings regarding comorbidity revealed that specific learning difficulties such as Dyslexia are very often co-exist with movement difficulties such as DCD. School environment seems to be an ideal setting for early identification, assessment and in-school intervention. Therefore, educators’ knowledge regarding DCD and their ability to identify and assess children with movement difficulties are crucial dimensions for an effective interventional management. The goal of the current paper was a review of the relative literature. The findings reveal that, without specific education, the educators have limited ability to recognize children with DCD. Furthermore, research has shown that well informed and educated educators can be very effective in identification and classification of students with movement difficulties. As a result, early intervention strategies can be developed and applied to help the students and their families. A review of the most commonly used identification instruments is also provided.

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

The Importance of Parent and Child Opinion in Detecting Change in Movement Capabilities

2008 ◽  
Vol 75 (4) ◽  
pp. 208-219 ◽  
Author(s):  
Dido Green ◽  
Brenda N. Wilson
Keyword(s):  
Developmental Coordination Disorder ◽  
Parent Report ◽  
Therapy Outcomes ◽  
Parents And Children ◽  
Children And Parents ◽  
Measure Change ◽  
Movement Difficulties ◽  
Clinical Measures ◽  
Coordination Disorder ◽  
Made In

Background. Children and parents can make valid judgments about movement difficulties, which aids in the screening and assessment of Developmental Coordination Disorder (DCD). When considering therapy outcomes, child and family-centred practice supports the inclusion of parent and child perspectives to reflect progress made in meaningful daily contexts. Purpose. This paper describes an evaluation of the use of questionnaires for parents and children to measure change in motor performance. Methods. Questionnaires were administered to 43 children with DCD and their parents five times over two-and-a-quarter years in conjunction with other clinical measures. Findings. Parent report, using the Developmental Coordination Disorder Questionnaire, correlated significantly with clinical measures of motor skill, whilst parent and child perceptions differed. Children's confidence and resilience may influence their opinions of their ability. Implications. These results raise questions of whose perspective of progress is most valid and relevant — the therapist's, child's or parent's?

scholarly journals Developmental Coordination Disorder, Age and Play: A Test of the Divergence in Activity-Deficit with Age Hypothesis

2006 ◽  
Vol 23 (3) ◽  
pp. 261-276 ◽  
Author(s):  
John Cairney ◽  
John Hay ◽  
Brent E. Faught ◽  
Laurie M. Corna ◽  
Andreas D. Flouris
Keyword(s):  
Developmental Coordination Disorder ◽  
Free Play ◽  
Future Research ◽  
Activity Levels ◽  
Organized Activities ◽  
Different Ages ◽  
Movement Difficulties ◽  
Coordination Disorder ◽  
The Impact ◽  
The Relationship

The purpose of this study is to test whether the activity-deficit experienced by children with probable Developmental Coordination Disorder (DCD) increases with age by comparing activity levels of children with movement difficulties to those of peers without movement difficulties. Using a sample of children ages 9 to 14 (N = 581), we examined whether age influences the relationship between DCD and participation in vigorous play activities and whether the impact of age in this relationship is the same for free play versus organized activities. Consistent with previous work (Bouffard et al. 1996), we found no evidence to support the hypothesis that children with DCD become more inactive compared to their peers as they age; however, we do discuss the limitations in our sample and how some differences in the level of organized and free play are evident among cohorts of different ages. Directions for future research in this area are also discussed. $$ 152 words

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