Fundamental movement skills proficiency in children with developmental coordination disorder: does physical self-concept matter?

Yu, Jie; Sit, Cindy H.P.; Capio, Catherine Mamaid; Burnett, Angus; Ha, Amy S.; Huang, Wendy Yajun

doi:10.3109/09638288.2015.1014067

Cited by 46 publications

(41 citation statements)

References 34 publications

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“…It is possible that the relationship in the Goodway and Rudisill [ 16 ] study differed because the children had extremely low motor skill scores. In slightly older children (8 years of age), Yu and colleagues [ 21 ] examined this relationship among children with developmental coordination disorder (DCD) and typically developing children. These authors reported that children with DCD had lower perceptions of their physical abilities and displayed lower motor proficiency levels than their typically developing peers.…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

Crane

Foley

Naylor

et al. 2017

Sports

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As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten). Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

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Section: Introductionmentioning

confidence: 99%

“…These authors reported that children with DCD had lower perceptions of their physical abilities and displayed lower motor proficiency levels than their typically developing peers. In addition, they found that physical coordination was a predictor of object control skills [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

Crane

Foley

Naylor

et al. 2017

Sports

View full text Add to dashboard Cite

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“…Childhood is a particularly important period for the development of motor competence (MC) in pre-school children and the foundation for future development, and its delay can have long-lasting negative effects [ 1 ]. These effects include an increased risk of being overweight [ 2 ], difficulties in cognitive functions [ 3 ] and problems in physical self-concept [ 4 ], as well as less participation in physical and sports activities [ 5 , 6 ]. The acquisition of an adequate MC will be determined by the natural maturation and development of children, as well as by the continuous interaction with the environment, both social and physical [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder

Navarro-Patón

Ayala

Martí-González

et al. 2021

JCM

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The objective of this research was to analyze the impact of an intervention program performed by a specialist in physical education (PE) to contribute to the development of motor competence (MC) in pre-school children with motor development problems. The sample consisted of 28 children (12 from the intervention group and 16 from the control group) aged between 4.1 and 5.9 years (mean = 4.71 ± 0.54) who were in the fifth and sixth grades of pre-school education in two schools from Lugo, Spain. The Movement Assessment Battery for Children-2 (MABC-2) was used for data collection. The data revealed that, in the pre- and post-test intervention groups, there are statistically significant differences in manual dexterity (p < 0.001; d = 2.63), aiming and catching (p < 0.002; d = 1.13), balance (p < 0.001; d = 1.68), total test score (p < 0.001; d = 3.30) and total percentile score (p < 0.001; d = 1.88). Between the control and intervention post-test groups, significant differences were found in manual dexterity (p = 0.015; η2 = 0.22), aiming and catching (p = 0.003; η2 = 0.32), balance (p = 0.050; η2 = 0.15), total test score (p < 0.001; η2 = 0.47) and total percentile score (p < 0.001; η2 = 0.48). Based on the results obtained, a specific MC program implemented by a PE specialist contributed to the improvement of manual dexterity, aiming and catching and balance, as well as a better percentile in the general MC of pre-school children diagnosed with motor skill problems.

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“…Children with DCD seem clumsy, awkward and poorly coordinated when they perform some fine or gross tasks, but have normal or above average intellectual abilities [1]. However, their coordination disorder in motor skills may withdraw themselves from participation in physical or motor‐based activities [2] and further impact their social integration, academic process and emotional development. Besides, this disorder would persist into adulthood without timely intervention, therefore making it a perpetual defect.…”

Section: Introductionmentioning

confidence: 99%

Fundamental movement skills proficiency in children with developmental coordination disorder: does physical self-concept matter?

Cited by 46 publications

References 34 publications

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder

Evaluation of the fine motor skills of children with DCD using the digitalised visual‐motor tracking system

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