scholarly journals Early Brain Damage and the Development of Motor Behavior in Children: Clues for Therapeutic Intervention?

2001 ◽  
Vol 8 (1-2) ◽  
pp. 31-49 ◽  
Author(s):  
Mijna Hadders-Algra
Keyword(s):  
Cerebral Palsy ◽  
Brain Damage ◽  
Motor Development ◽  
Neuronal Networks ◽  
Developmental Coordination Disorder ◽  
Motor Behavior ◽  
Sensory Information ◽  
Point Of View ◽  
Two Phases ◽  
Coordination Disorder

The Neuronal Group Selection Theory (NGST) could offer new insights into the mechanisms directing motor disorders, such as cerebral palsy and developmental coordination disorder. According to NGST, normal motor development is characterized by two phases of variability. Variation is not at random but determined by criteria set by genetic information. Development starts with the phase of primary variability,during which variation in motor behavior is not geared to external conditions. At function-specific ages secondary variability starts, during which motor performance can be adapted to specific situations. In both forms, of variability, selection on the basis of afferent information plays a significant role. From the NGST point of view, children with pre- or perinatally acquired brain damage, such as children with cerebral palsy and part of the children with developmental coordination disorder, suffer from stereotyped motor behavior, produced by a limited repertoire or primary (sub)cortical neuronal networks. These children also have roblems in selecting the most efficient neuronal activity, due to deficits in the processing of sensory information. Therefore, NGST suggests that intervention in these children at early age should aim at an enlargement of the primary neuronal networks. With increasing age, the emphasis of intervention could shift to the provision of ample opportunities for active practice, which might form a compensation for the impaired selection.

scholarly journals Are Teaching Principles Associated With Improved Motor Performance in Children With Developmental Coordination Disorder? A Pilot Study

2006 ◽  
Vol 86 (9) ◽  
pp. 1221-1230 ◽  
Author(s):  
Anuschka S Niemeijer ◽  
Marina M Schoemaker ◽  
Bouwien CM Smits-Engelsman
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
Developmental Coordination Disorder ◽  
Physical Therapists ◽  
Gross Motor Development ◽  
Age Related ◽  
Teaching Principles ◽  
Movement Performance ◽  
Movement Assessment ◽  
Coordination Disorder

Abstract Background and Purpose. Physical therapists' teaching skills often are disregarded in research studies. We examined whether the use of different teaching principles during neuromotor task training was associated with treatment effects. Subjects. Nineteen children (mean age=7 years 5 months, range=5–10 years) who had developmental coordination disorder and who performed below the 15th percentile on the age-related Movement Assessment Battery for Children (M-ABC) and 11 physical therapists participated in the study. Methods. One intervention session for each child was videotaped. The frequency of the use of principles included in the motor teaching principles taxonomy (Niemeijer et al, 2003) was correlated with changes in motor performance on the M-ABC and the second edition of the Test of Gross Motor Development. Results. Providing clues on how to perform a task, asking children about a task, and explaining why a movement should be executed in a certain way were related to better movement performance. Discussion and Conclusion. Teaching principles may be associated with success in therapeutic situations.

Cerebral Palsy, Developmental Coordination Disorder, Visual and Hearing Impairments in Infants Born Preterm

NeoReviews ◽  
2016 ◽  
Vol 17 (6) ◽  
pp. e325-e333 ◽  
Author(s):  
Krishna Acharya ◽  
Matthew Pellerite ◽  
Joanne Lagatta ◽  
Bree Andrews ◽  
Michael E. Msall
Keyword(s):  
Cerebral Palsy ◽  
Developmental Coordination Disorder ◽  
Hearing Impairments ◽  
Coordination Disorder

Motor development

2013 ◽  
Author(s):  
David A. Sugden ◽  
Helen C. Soucie
Keyword(s):  
Early Childhood ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Motor Development ◽  
Early Childhood Development ◽  
Developmental Coordination Disorder ◽  
Childhood Development ◽  
Dynamic Systems Theory ◽  
Atypical Development ◽  
Coordination Disorder

This chapter examines motor development from a number of perspectives. The first two sections overview a description followed by possible explanations of motor development. These sections are predicated on the assumption that two major questions permeate motor development: the first question asks what happens during development, describing and analysing the changes that occur; the second, a more difficult question, examines the possible explanations as to what are the mechanisms that are driving these changes. A third section provides an overview of recent work in the area of infant and early childhood development utilizing concepts from dynamic systems theory and ecological psychology. A fourth part examines two relatively recent ideas from early childhood and motor development. The first one promotes the idea of embodied cognition where a child’s physical, social, and linguistic interaction with the environment may be the root of flexible intelligent behaviour. The second one looks at the way in which some development is atypical, through an examination of precursors in early infancy being possible predictors for later problems. Finally, an example of atypical development is illustrated through a description of the condition known as developmental coordination disorder.

scholarly journals Postural Control in Children With Developmental Coordination Disorder

2005 ◽  
Vol 12 (2-3) ◽  
pp. 183-196 ◽  
Author(s):  
Reint H. Geuze
Keyword(s):  
Motor Development ◽  
Developmental Coordination Disorder ◽  
Postural Sway ◽  
Balance Control ◽  
Age Groups ◽  
Force Plate ◽  
Static Balance ◽  
Motor Tests ◽  
Coordination Disorder ◽  
Balance Problems

The development of static balance is a basic characteristic of normal motor development. Most developmental motor tests include a measure of static balance. Children with Developmental Coordination Disorder (DCD) often fail this item. This study reviews the balance problems of children with DCD. The general conclusion is drawn that under normal conditions static balance control is not a problem for children with DCD. Only in difficult, unattended, or novel situations such children seem to suffer from increased postural sway. These findings raise the question of what happens when balance is lost. The present study addresses the strength of correlation between the electromyography (EMG) and force plate signals in one-leg stance over epochs of stable and unstable balance. Four groups of children were involved in the study: two age groups and a group of children with DCD and balance problems and their controls. The results show a clear involvement of tibialis anterior and peroneus muscles in the control of lateral balance in all conditions and groups. The group of children with DCD and balance problems,however, showed a weaker coupling between EMG and corrective force compared with control children, indicating non-optimal balance control. An evaluation of the existing data in terms of evidence of specific structural deficits associated with DCD provided converging evidence that suggests cerebellar involvement.

Developmental Coordination Disorder and cerebral palsy: Categories or a continuum?

2010 ◽  
Vol 29 (5) ◽  
pp. 787-798 ◽  
Author(s):  
Jillian G. Pearsall-Jones ◽  
Jan P. Piek ◽  
Florence Levy
Keyword(s):  
Cerebral Palsy ◽  
Developmental Coordination Disorder ◽  
Coordination Disorder

Effects of Fundamental Movement Skills Training on Children With Developmental Coordination Disorder

2016 ◽  
Vol 33 (2) ◽  
pp. 134-155 ◽  
Author(s):  
Jie Yu ◽  
Cindy H.P. Sit ◽  
Angus Burnett ◽  
Catherine M. Capio ◽  
Amy S.C. Ha ◽  
...  
Keyword(s):  
Sleep Disturbance ◽  
Motor Development ◽  
Sleep Disturbances ◽  
Developmental Coordination Disorder ◽  
Skills Training ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Coordination Disorder

The purpose of this study was to examine the effects of fundamental movement skills (FMS) training on FMS proficiency, self-perceived physical competence (SPC), physical activity (PA), and sleep disturbance in children with developmental coordination disorder (DCD) compared with children with typical development (TD). A total of 84 children were allocated into either experimental group (DCD[exp], TD[exp]) who received 6 weeks of FMS training or control groups (DCD[con], TD[con]). FMS were assessed using the Test of Gross Motor Development-2, whereas PA was monitored using accelerometers. SPC and sleep disturbance were evaluated using questionnaires. Results showed that the DCD[exp] group had significantly higher scores in FMS and SPC compared with the DCD[con] group at posttest. The DCD[exp] group scored lower in sleep disturbance at follow-up when compared with posttest. It is suggested that short-term FMS training is effective in improving FMS and SPC and reducing sleep disturbances for children with DCD.

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