The effect of an integrated perceived competence and motor intervention in children with developmental coordination disorder

Noordstar, Johannes J.; Net, Janjaap van der; Voerman, Lia; Helders, Paul J. M.; Jongmans, Marian J.

doi:10.1016/j.ridd.2016.12.002

Cited by 27 publications

(24 citation statements)

References 41 publications

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“…To date, only a few interventions have targeted both motor and psychosocial components (e.g., Animal Fun or Partnering for Changing ) to address overall well-being ( Piek et al, 2010 ; Missiuna et al, 2012 ). Indeed, by collaborating with peers, parents, and school teachers, recent integrated programs have shown promise for positively affecting various psychosocial outcomes, such as prosocial behaviors, peer relations, and self-esteem ( Piek et al, 2015 ; Cacola et al, 2016 ; Noordstar et al, 2017 ; Wilson and Harris, 2017 ). Nevertheless, there are controversial findings with regard to the effect of these motor skill intervention programs on internalizing problems which may be due to less emphasis on participation in physical activity in these programs ( Piek et al, 2015 ; Cacola et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Moderating Effects of Physical Activity and Global Self-Worth on Internalizing Problems in School-Aged Children With Developmental Coordination Disorder

Graham

Cairney

2018

Front. Psychol.

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School-aged children with developmental coordination disorder (DCD) are at greater risk for physical inactivity, lower global self-worth, and internalizing problems, such as depression and anxiety. Based on the environmental stress hypothesis (ESH), recent research has shown that physical inactivity and lower global self-worth sequentially mediate the relationship between DCD and internalizing problems, suggesting that DCD leads to lower levels of physical activity, which in turn leads to lower levels of global self-worth, and ultimately, a greater amount of internalizing problems. However, physical activity and global self-worth may also buffer (i.e., moderate) the adverse effect of DCD on internalizing problems. To date, this has yet to be tested. Participants were 1206 children aged 12–14 years [611 boys, 79 with probable DCD (pDCD)]. All children received assessments of motor coordination, physical activity, global self-worth, and internalizing problems. Children with pDCD were less physically active, had lower self-worth, and experienced more internalizing problems compared to typically developing (TD) children (p’s < 0.05). Furthermore, the moderated moderating effect (three-way interaction) of physical activity and global self-worth was also evident (p < 0.05), indicating that internalizing problems in both TD and pDCD groups decreased with concurrent increases in physical activity and global self-worth. Importantly, when compared to TD children, increases in physical activity and global self-worth were associated with a greater reduction in internalizing problems among children with pDCD. The findings support several pathways in the ESH and highlight that, in addition to improving motor skills, interventions should also target both physical activity and global self-worth to mitigate potential mental health issues for children with motor difficulties.

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Section: Discussionmentioning

confidence: 99%

Moderating Effects of Physical Activity and Global Self-Worth on Internalizing Problems in School-Aged Children With Developmental Coordination Disorder

Graham

Cairney

2018

Front. Psychol.

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“…Psychomotor interventions which target both the physical and psychosocial consequences of poor motor skills have been shown to facilitate improvements in both these areas (Peens, Pienaar, & Nienaber, 2008;Smits-Engelsman et al, 2013). However, Noordstar, van der Net, Voerman, Helders, and Jongmans (2017) found that an integrated perceived competence and motor intervention (n = 20) was equally as effective at improving children's self-perceptions as a motor intervention only (n = 11) in children with DCD. A limitation of the Noordstar et al (2017) study was the relatively small sample size, and the large intra-group variability in the improvement in motor skills and self-competence in children with DCD.…”

Section: Discussionmentioning

confidence: 99%

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Mancini

Rigoli

Roberts

et al. 2017

Infant and Child Development

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Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.

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“…Risk of bias and quality assessment. For ease of comparison, the Cochrane Collaboration risk of bias tool (Higgins et al, 2011) was used for the RCTs (Bonney et al, 2017;Hammond et al, 2014;Hillier et al, 2010;Hung and Pang, 2010;Miller et al, 2001;Thornton et al, 2016;Wood et al, 2017) and the two quasi-experimental studies (Cacola et al, 2016;Noordstar et al, 2017). Due to the inherent risk of bias associated with case series study design, they were not included in the risk of bias assessment.…”

Section: Study Design Randomised Controlled Trials (Rcts)mentioning

confidence: 99%

“…Six of the RCTs had an active control, either a usual care group or a comparator intervention; one RCT had an inactive control group but only reported activity data for the control group (Thornton et al, 2016). Two studies used a quasi-experimental design comparing two interventions (Cacola et al, 2016;Noordstar et al, 2017). Three studies used a case series pre-test-post-test design without a control group (Chan, 2007;Dunford, 2011;Zwicker et al, 2015).…”

Section: Characteristics Of Studiesmentioning

confidence: 99%

“…Two studies used standardised measures of participation; the children's assessment of participation and enjoyment (CAPE) tool (Cacola et al, 2016;Zwicker et al, 2015) and the preferences for activities of children (PAC) (Cacola et al, 2016). One study used a pedometer to measure physical activity participation objectively (Noordstar et al, 2017).…”

Section: Outcome Measuresmentioning

confidence: 99%

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Effectiveness of interventions to improve participation outcomes for children with developmental coordination disorder: A systematic review

O'Dea

Robinson

Coote

2019

British Journal of Occupational Therapy

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Introduction Developmental coordination disorder affects a child’s motor abilities and participation across environments. This study aimed to review systematically the effectiveness of interventions using a motor, cognitive or psychological approach on participation outcomes in children with developmental coordination disorder. Method A systematic review of the literature published between 2001 and November 2017 was conducted. Eight electronic databases were searched: Embase, PubMed, CINAHL, PsycINFO, the Cochrane Library, Education Full Text (H. W. Wilson databases), SPORTDiscus (all via EBSCO) and Scopus (Web of Science). Results In total, 12 studies met the inclusion criteria: seven randomised controlled trials, two quasi-experimental and three case series. Systematic quality assessment and meta-analysis was not possible given the heterogeneity of research designs, interventions and outcome measures. Limited evidence for participation outcomes was found. The cognitive orientation to daily occupational performance intervention found a between-group effect on the Canadian Occupational Performance Measure (COPM) outcome measure performance, g = 1.0 (0.02, 1.9), and COPM satisfaction, g = 1.4 (0.4, 2.3), in favour of the cognitive orientation to daily occupational performance for one randomised controlled trial. Large significant within-group effects were found for the cognitive orientation to daily occupational performance intervention on the COPM outcome measure COPM satisfaction, d = –2.1 (–5.2, –0.2). Conclusion More high-quality research is needed to strengthen the evidence base regarding occupational therapy interventions to improve participation outcomes for children with developmental coordination disorder.

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The effect of an integrated perceived competence and motor intervention in children with developmental coordination disorder

Cited by 27 publications

References 41 publications

Moderating Effects of Physical Activity and Global Self-Worth on Internalizing Problems in School-Aged Children With Developmental Coordination Disorder

Moderating Effects of Physical Activity and Global Self-Worth on Internalizing Problems in School-Aged Children With Developmental Coordination Disorder

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Effectiveness of interventions to improve participation outcomes for children with developmental coordination disorder: A systematic review

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