The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities

in Adapted Physical Activity Quarterly
View More View Less
  • 1 University of South Carolina, Columbia, SC, USA
  • | 2 Pepperdine University, Malibu, CA, USA
  • | 3 State University of New York—College at Brockport, Brockport, NY, USA
  • | 4 New Mexico State University, Las Cruces, NM, USA
Restricted access

Purchase Article

USD  $24.95

Student 1 year online subscription

USD  $66.00

1 year online subscription

USD  $88.00

Student 2 year online subscription

USD  $125.00

2 year online subscription

USD  $167.00

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

Miedema (staunton@email.sc.edu) is corresponding author.

  • Adair, B., Ullenhag, A., Keen, D., Granlund, M., & Imms, C. (2015). The effect of interventions aimed at improving participation outcomes for children with disabilities: A systematic review. Developmental Medicine & Child Neurology, 57(12), 10931104. https://doi.org/10.1111/dmcn.12809

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Altunsöz, I.H., & Goodway, J.D. (2016). SKIPing to motor competence: The influence of project successful kinesthetic instruction for preschoolers on motor competence of disadvantaged preschoolers. Physical Education and Sport Pedagogy, 21(4), 366385. https://doi.org/10.1080/17408989.2015.1017453

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Arnould, C., Bleyenheuft, Y., & Thonnard, J.L. (2015). Hand functioning in children with cerebral palsy. Arm and Hand Movement: Current Knowledge and Future Perspective, 5(48), 88.

    • Search Google Scholar
    • Export Citation
  • Barton, E.E., Reichow, B., Schnitz, A., Smith, I.C., & Sherlock, D. (2015). A systematic review of sensory-based treatments for children with disabilities. Research in Developmental Disabilities, 37, 6480. https://doi.org/10.1016/j.ridd.2014.11.006

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bishop, J.C., & Pangelinan, M. (2018). Motor skills intervention research of children with disabilities. Research in Developmental Disabilities, 74, 1430. https://doi.org/10.1016/j.ridd.2017.11.002

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Brian, A., Getchell, N., True, L., De Meester, A., & Stodden, D.F. (2020). Reconceptualizing and operationalizing Seefeldt’s proficiency barrier: Applications and future directions. Sports Medicine, 50, 18891900. https://doi.org/10.1007/s40279-020-01332-6

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Brian, A., Goodway, J.D., Logan, J.A., & Sutherland, S. (2017a). SKIPing with teachers: An early years motor skill intervention. Physical Education and Sport Pedagogy, 22(3), 270282. https://doi.org/10.1080/17408989.2016.1176133

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Brian, A., Goodway, J.D., Logan, J.A., & Sutherland, S. (2017b). SKIPing with head start teachers: Influence of T-SKIP on object-control skills. Research Quarterly for Exercise and Sport, 88(4), 479491. https://doi.org/10.1080/02701367.2017.1375077

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Brian, A., Pennell, A., Taunton, S., Starrett, A., Howard-Shaughnessy, C., Goodway, J.D., & Stodden, D. (2019). Motor competence levels and developmental delay in early childhood: A multicenter cross-sectional study conducted in the USA. Sports Medicine, 49(10), 16091618. https://doi.org/10.1007/s40279-019-01150-5

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Brian, A., & Taunton, S. (2018). Effectiveness of motor skill intervention varies based on implementation strategy. Physical Education and Sport Pedagogy, 23(2), 222233. https://doi.org/10.1080/17408989.2017.1413709

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Bruininks, R.H., & Bruininks, B.D. (2010). Bruininks-Oseretsky test of motor competence brief form (BOT-2 brief form). Pearson Assessment.

    • Search Google Scholar
    • Export Citation
  • Case-Smith, J., Clark, G.J.F., & Schlabach, T.L. (2013). Systematic review of interventions used in occupational therapy to promote motor performance for children ages birth–5 years. American Journal of Occupational Therapy, 67(4), 413424. https://doi.org/10.5014/ajot.2013.005959

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Center for Applied Special Technology. (2011). Universal design for learning guidelines version 2.0. National Center on Universal Design for Learning.

    • Search Google Scholar
    • Export Citation
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.

  • Cortina, M.A., Kahn, K., Fazel, M., Hlungwani, T., Tollman, S., Bhana, A., & Stein, A. (2008). School-based interventions can play a critical role in enhancing children’s development and health in the developing world. Child: Care, Health and Development, 34(1), 13.

    • Search Google Scholar
    • Export Citation
  • Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21(5), 780793. https://doi.org/10.1080/10409289.2010.514522

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Feder, K.P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312317. https://doi.org/10.1111/j.1469-8749.2007.00312.x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Federal Interagency Forum on Child, & Family Studies (US) (Eds.). (2017). America’s children: Key National indicators of well-being 2017. Government Printing Office.

    • Search Google Scholar
    • Export Citation
  • Goodway, J.D., & Branta, C.F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74(1), 3646. https://doi.org/10.1080/02701367.2003.10609062

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Gooze, R.A., Hughes, C.C., Finkelstein, D.M., & Whitaker, R.C. (2010). Peer reviewed: Reaching staff, parents, and community partners to prevent childhood obesity in Head Start, 2008. Preventing Chronic Disease, 7(3), A54.

    • Search Google Scholar
    • Export Citation
  • Haga, M. (2008). The relationship between physical fitness and motor competence in children. Child: Care, Health and Development, 34(3), 329334. https://doi.org/10.1111/j.1365-2214.2008.00814.x

    • Search Google Scholar
    • Export Citation
  • Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 817. https://doi.org/10.1177/004005990203500201

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kaderavek, J.N., & Justice, L.M. (2010). Fidelity: An essential component of evidence-based practice in speech-language pathology. American Journal of Speech-Language Pathology, 19(4), 369379. https://doi.org/10.1044/1058-0360(2010/09-0097)

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Kriemler, S., Meyer, U., Martin, E., Van Sluijs, E.M.F., Andersen, L.B., & Martin, B.W. (2011). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923930. https://doi.org/10.1136/bjsports-2011-090186

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lai, S.K., Costigan, S.A., Morgan, P.J., Lubans, D.R., Stodden, D.F., Salmon, J., & Barnett, L.M. (2014). Do school-based interventions focusing on physical activity, fitness, or fundamental movement skill competency produce a sustained impact in these outcomes in children and adolescents? A systematic review of follow-up studies. Sports Medicine, 44(1), 6779. https://doi.org/10.1007/s40279-013-0099-9

    • Crossref
    • PubMed
    • Search Google Scholar
    • Export Citation
  • Langendorfer, S.J., & Roberton, M.A. (2002). Individual pathways in the development of forceful throwing. Research Quarterly for Exercise and Sport, 73(3), 245256.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lieberman, L.J., & Houston-Wilson, C. (2018). Strategies for inclusion: Physical education for everyone. (3rd ed.). Human Kinetics.

  • Lieberman, L.J., Lytle, R., & Clarcq, J.A. (2008). Getting it right from the start: Employing the universal design for learning approach to your curriculum. Journal of Physical Education, Recreation & Dance, 79(2), 3239. https://doi.org/10.1080/07303084.2008.10598132

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Logan, S.W., Barnett, L.M., Goodway, J.D., & Stodden, D.F. (2017). Comparison of performance on process-and product-oriented assessments of fundamental motor skills across childhood. Journal of Sports Sciences, 35(7), 634641. https://doi.org/10.1080/02640414.2016.1183803

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Logan, S.W., Robinson, L.E., Wilson, A.E., & Lucas, W.A. (2012). Getting the fundamentals of movement: A meta-analysis of the effectiveness of motor skill interventions in children. Child: Care, Health and Development, 38(3), 305315. https://doi.org/10.1111/j.1365-2214.2011.01307.x

    • Search Google Scholar
    • Export Citation
  • Lubans, D.R., Morgan, P.J., Cliff, D.P., Barnett, L.M., & Okely, A.D. (2010). Fundamental movement skills in children and adolescents. Sports Medicine, 40(12), 10191035. https://doi.org/10.2165/11536850-000000000-00000

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Newell, K.M. (1986). Constraints on the development of coordination. Motor Development in Children: Aspects of Coordination and Control, 34, 341360.

    • Search Google Scholar
    • Export Citation
  • Pan, C.Y., Chu, C.H., Tsai, C.L., Sung, M.C., Huang, C.Y., & Ma, W.Y. (2017). The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder. Autism, 21(2), 190202. https://doi.org/10.1177/1362361316633562

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Pereira, S.A., Seabra, A.T., Silva, R.G., Zhu, W., Beunen, G.P., & Maia, J.A. (2011). Correlates of health-related physical fitness levels of Portuguese children. International Journal of Pediatric Obesity, 6(1), 5359. https://doi.org/10.3109/17477161003792549

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Pless, M., & Carlsson, M. (2000). Effects of motor skill intervention on developmental coordination disorder: A meta-analysis. Adapted Physical Activity Quarterly, 17(4), 381401. https://doi.org/10.1123/apaq.17.4.381

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Pope, M., Liu, T., Breslin, C.M., & Getchell, N. (2012). Using constraints to design developmentally appropriate movement activities for children with autism spectrum disorders. Journal of Physical Education, Recreation & Dance, 83(2), 3541. https://doi.org/10.1080/07303084.2012.10598726

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Robinson, L.E., & Goodway, J.D. (2009). Instructional climates in preschool children who are at-risk. Part I: Object-control skill development. Research Quarterly for Exercise and Sport, 80(3), 533542. https://doi.org/10.1080/02701367.2009.10599591

    • Search Google Scholar
    • Export Citation
  • Robinson, L.E., Stodden, D.F., Barnett, L.M., Lopes, V.P., Logan, S.W., Rodrigues, L.P., & D’Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 12731284. https://doi.org/10.1007/s40279-015-0351-6

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(1), 67. https://doi.org/10.1177/016264340001500108

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Rudd, J.R., Barnett, L.M., Butson, M.L., Farrow, D., Berry, J., & Polman, R.C. (2015). Fundamental movement skills are more than run, throw and catch: The role of stability skills. PLoS One, 10(10), Article e0140224. https://doi.org/10.1371/journal.pone.0140224

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sallis, J.F., McKenzie, T.L., Alcaraz, J.E., Kolody, B., Faucette, N., & Hovell, M.F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, play and active recreation for kids. American Journal of Public Health, 87(8), 13281334. https://doi.org/10.2105/AJPH.87.8.1328

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sato, T., & Haegele, J.A. (2017). Graduate students’ practicum experiences instructing students with severe and profound disabilities in physical education. European Physical Education Review, 23(2), 196211. https://doi.org/10.1177/1356336X16642717

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stodden, D.F., Gao, Z., Goodway, J.D., & Langendorfer, S.J. (2014). Dynamic relationships between motor skill competence and health-related fitness in youth. Pediatric Exercise Science, 26(3), 231241. https://doi.org/10.1123/pes.2013-0027

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stodden, D.F., Goodway, J.D., Langendorfer, S.J., Roberton, M.A., Rudisill, M.E., Garcia, C., & Garcia, L.E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290306. https://doi.org/10.1080/00336297.2008.10483582

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stodden, D.F., & Rudisill, M.E. (2006). Integration of biomechanical and developmental concepts in the acquisition of throwing: Effects on developmental characteristics and gender differences. Journal of Human Movement Studies, 51, 117141.

    • Search Google Scholar
    • Export Citation
  • Stodden, D.F., True, L.K., Langendorfer, S.J., & Gao, Z. (2013). Associations among selected motor skills and health-related fitness: Indirect evidence for Seefeldt’s proficiency barrier in young adults? Research Quarterly for Exercise and Sport, 84(3), 397403. https://doi.org/10.1080/02701367.2013.814910

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Taunton, S.A., Brian, A., & True, L. (2017). Universally-designed motor skill intervention for children with and without disabilities. Journal of Developmental and Physical Disabilities, 29(6), 941954. https://doi.org/10.1007/s10882-017-9565-x

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Ulrich, D.A. (2000). Test of gross motor development-2. Prod-Ed.

  • Valentini, N.C., & Rudisill, M.E. (2004a). Motivational climate, motor-skill development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education, 23(3), 216234. https://doi.org/10.1123/jtpe.23.3.216

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Valentini, N.C., & Rudisill, M.E. (2004b). Effectiveness of an inclusive mastery climate intervention on the motor skill development of children with and without disabilities. Adapted Physical Activity Quarterly, 21(4), 330347. https://doi.org/10.1123/apaq.21.4.330

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Vieira, P.N., Silva, M.N., Mata, J., Coutinho, S.R., Santos, T.C., Sardinha, L.B., & Teixeira, P.J. (2013). Correlates of health-related quality of life, psychological well-being, and eating self-regulation after successful weight loss maintenance. Journal of Behavioral Medicine, 36(6), 601610. https://doi.org/10.1007/s10865-012-9454-9

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Wrotniak, B.H., Epstein, L.H., Dorn, J.M., Jones, K.E., & Kondilis, V.A. (2006). The relationship between motor proficiency and physical activity in children. Pediatrics, 118(6), e1758e1765. https://doi.org/10.1542/peds.2006-0742

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 789 789 101
Full Text Views 24 24 7
PDF Downloads 33 33 10