Developmental co-ordination disorder in pre-school children : Effects of motor skill intervention, parents' descriptions, and short-term follow-up of motor status

• Main Author: Pless, Mia
• Format: Doctoral Thesis
• Language: English
• Published: Uppsala universitet, Institutionen för kvinnors och barns hälsa 2001
• Subjects: Obstetrics and gynaecology; Developmental co-ordination disorder; follow-up; motor skill intervention; pre-school children; self-perceived competence; Obstetrik och kvinnosjukdomar; Obstetrics and women's diseases
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-615; http://nbn-resolving.de/urn:isbn:91-554-4963-8

This investigation was undertaken to examine effects of motor skill intervention in children with motor difficulties consistent with developmental co-ordination disorder (DCD) diagnosed in child health care before school entrance, to analyse the parents' descriptions of their children, and to follow up the children's motor status in a short-term perspective. Thirteen studies on the effects of motor skill intervention were submitted to a meta-analysis (Study I). Thirty-seven children who at age 5 to 6 years were diagnosed as having motor difficulties consistent with DCD were enrolled in an experimental investigation of effects of group motor skill intervention on motor skills (Study II) and on self-perceived competence (Study III). The parents' descriptions of their children were obtained at an interview (Study IV). The children's motor status was re-examined when they were 7 to 8 years old (Study V). Motor skill intervention, using the Specific Skills approach, in a group setting or in a home programme, 3 to 5 times per week, was found beneficial for children with DCD who were older than 5 years of age. The non-specific group motor skill intervention influenced the number of children with borderline motor difficulties who changed to having no motor difficulties, and seemed to enhance awareness of motor competence. Parents whose children had definite motor difficulties were more inclined to support their children in physical activity, and reported worry and uncertainty. The children had not changed their motor status at the age of 7 to 8 years. The children with definite motor difficulties, in particular, continued to have these difficulties. Children who when 5 to 6 years old have motor difficulties and who score at the 5th percentile or below at the Movement ABC motor test, seem to need active support in joyful motor learning situations to reduce unwillingness and displeasure.