Clinical Intervention for Children with Developmental Coordination Disorder:A Multiple Case Study

in Adapted Physical Activity Quarterly
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The teaching process and outcome in a skill theme program and a movement concepts program were described and analyzed in seven children with developmental coordination disorder. It was hypothesized that the skill theme program would improve targeted skills and perceived physical competence, whereas the movement concepts program would improve self-esteem and creativity. The seven children were taught individually by the same student teachers twice a week for a period of five weeks in one of the teaching methods. After a vacation, the teachers changed their teaching strategies and taught the same children using the alternative method. Although the hypothesis was generally supported, the children’s response to and progress in the programs varied. Possible factors influencing the variation were discussed.

Motohide Miyahara is with the Movement Development Clinic, School of Physical Education, University of Otago, Dunedin, New Zealand. E-mail: motohide.miyahara@stonebow.otago.ac.nz. Alena Wafer is now with East Otago High School Palmerston, East Otago, New Zealand. E-mail: justin.alena@xtra.co.nz.

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