Developmental coordination disorder (DCD) is a heterogeneous developmental coordination disorder characterized by deficits in motor skills that significantly interferes with children’s daily living activities (hygiene, school, social, and sports) ( American Psychiatric Association, 2022 ; Bair et
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Impacts of Developmental Coordination Disorder on Postural Control Mechanisms in Children and Early Adolescents
Sirine Guetiti, Geneviève Cadoret, Félix Chénier, and Mariève Blanchet
Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program
Paul M. Wright, Kevin Andrews Richards, and James D. Ressler
leadership programs to provide empowering, positive developmental experiences for the PE leaders, little research has been conducted on these topics ( Ressler & Rodriguez, 2020 ). It is important to develop best practice in this area guided by an understanding of what PE leaders learn and experience in such
Pathways in Paralympic Sport: An In-Depth Analysis of Athletes’ Developmental Trajectories and Training Histories
Nima Dehghansai, Ross A. Pinder, and Joseph Baker
’ developmental trajectories (Part I), training histories (Part II), and experience in organized sports (Part III) while controlling for one of the impairment-related factors (i.e., nature of impairment). We first present an overview of the project methodology, followed by specific aims, method, and results
Parental Influence on the Physical Activity Behaviors of Young Children With Developmental Disabilities
Byungmo Ku, Megan MacDonald, Bridget Hatfield, and Kathy Gunter
Developmental disabilities (DDs) refer to combined conditions caused by an impairment in physical, learning, language, or behavior areas ( Centers for Disease Control and Prevention, 2015 ). This category includes but is not limited to attention deficit hyperactivity disorder, autism spectrum
Prefrontal Cortex Activity in Siblings With and Without Developmental Coordination Disorder: An Exploratory Study
Mandy S. Plumb, Megan Charity, Kimberly Milla, Barry Bodt, and Nancy Getchell
Developmental coordination disorder (DCD) is a common neurodevelopmental motor disorder, affecting about 6% of children between 5 and 11 years old ( American Psychiatric Association, 2013 ). Motor impairments may include poor timing, balance, sequencing, and dexterity, which, in turn, affect
Validation of a Follow-Through Developmental Sequence for the Overarm Throw for Force in University Students
Bradley Beseler, Christopher Mesagno, Michael Spittle, Nicola F. Johnson, Jack Harvey, Scott Talpey, and Mandy S. Plumb
such, it is a fundamental motor skill studied extensively from a developmental perspective. One prominent system to assess throwing performance, with extensive validation history ( Williams et al., 1990 ), is Roberton’s developmental levels ( Ehl et al., 2005 ; Langendorfer & Roberton, 2002
Improvements in Tennis Skills in Adults With Developmental and Intellectual Disabilities Following an 8-Week Adapted Tennis Program
Loriane Favoretto, Zach Hutchison, Claire M. Mowling, and Melissa M. Pangelinan
The prevalence of developmental disabilities, including Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and other developmental delays, has grown from 5.7% in 2014 to 6.99% in 2016 ( Zablotsky, Black, & Blumberg, 2017 ). Individuals with developmental disabilities experience
Toward an Understanding of Developmental Coordination Disorder
Sheila E. Henderson and Leslie Henderson
We consider three issues concerning unexpected difficulty in the acquisition of motor skills: terminology, diagnosis, and intervention. Our preference for the label Developmental Coordination Disorder (DCD) receives justification. Problems in diagnosis are discussed, especially in relation to the aetiology-dominated medical model. The high degree of overlap between DCD and other childhood disorders appears to militate against its acceptance as a distinct syndrome. In this context, we emphasize the need to determine whether incoordination takes different forms when it occurs alone is combined with general developmental delay or with other specific disorders in children of normal intelligence. Studies of intervention have mostly shown positive effects but do not, as yet, allow adjudication between different sorts of content. We suggest that the study of DCD and its remediation would benefit greatly from the employment of the simple but rich paradigms developed for the experimental analysis of fully formed adult movement skills.
Sensory Integration in Developmentally Delayed Preschool Children
Jo E. Cowden and Carol C. Torrey
The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.
An Exploratory Study of Teachers’ Experiences in Physical Education With Children Thought to Have Developmental Coordination Disorder
Chantelle Zimmer and Janice Causgrove Dunn
Approximately one to two children in every elementary classroom meet the primary diagnostic criteria for developmental coordination disorder (DCD; Missiuna, Rivard, & Pollock, 2004 ). They experience substantial difficulties in learning and performing coordinated motor skills appropriate for their
