This study investigated landing patterns of children aged 7–9 years with either developmental coordination disorder (DCD) or without coordination problems (NC). Initially, 16 DCD and 15 NC children were videotaped performing two-foot landings from a height of 21.5 cm onto a force platform sampling at 500 Hz. Each landing was videotaped at 60 Hz. Regression modeling of the data identified that 72% of peak maximum loading force was explained by landing time, knee angle at touchdown, and hip joint range of motion. Dis-criminant function analysis using landing force, landing time and lower limb joint kinematic variables reliably separated the groups. In the second part, 12 DCD and 10 NC children participated in 6 weekly landing lessons. The only significant adjustment produced by the program was a decrease in the range of motion at the hip in response to instructions to look straight ahead and sit into the landing.
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Teaching Landing to Children with and Without Developmental Coordination Disorder
Dawne Larkin and Helen E. Parker
Conditioned Patellar Tendon Reflex Function in Children with and Without Developmental Coordination Disorders
Harriet G. Williams and Jeanmarie R. Burke
A conditioned patellar tendon reflex paradigm was used to study the contributions of crossed spinal and supraspinal inputs to the output of the alpha motoneuron pool in children with and without developmental coordination disorders. The basic patellar tendon reflex response was exaggerated in children with developmental coordination disorders. Crossed spinal and supraspinal influences on the excitability of the alpha motoneuron pool were similar in both groups of children. However, there was evidence of exaggerated crossed spinal and supraspinal inputs onto the alpha motoneuron pool in individual children with developmental coordination disorder.
Examining the Effects of a 24-Week Exercise Program on Functional Capacity, Cognitive Capacity, and Quality of Life in Individuals With Intellectual and Developmental Disabilities
Miguel Jacinto, Raul Antunes, Diogo Monteiro, Filipe Rodrigues, Nuno Amaro, Maria João Campos, José Pedro Ferreira, and Rui Matos
al., 2010 ). The concept and study of QoL in individuals with intellectual and developmental disabilities (IDD) have been the topic of interest of various stakeholders with practical implications for interventions conducted with this population ( Schalock & Verdugo, 2002 ). In individuals with IDD
Impact of an Online Rater Training on Scoring Accuracy of Two Skills on the Test of Gross Motor Development-3 Among Children With Developmental Disabilities: A Pilot Study
Hyokju Maeng, Deborah R. Shapiro, Elizabeth Kipling Webster, and Hyunjin Kwon
Fundamental motor skills (FMS) are universally used skills that are major components of physical development and foundational forms for specialized movements in advanced games or sports ( Barnett et al., 2014 ; Burton & Miller, 1998 ; Goodway et al., 2019 ). FMS are important developmentally as
Developmental Sport Psychology: A Theoretical Perspective for Studying Children In Sport
Maureen R. Weiss and Brenda Jo Bredemeier
A developmental theoretical approach is recommended as the most appropriate framework from which to study children's psychosocial experiences in sport. This perspective provides the best understanding of children's sport behaviors by focusing on ontogenetic changes in cognitive abilities which help to describe and explain behavioral variations among individuals. A content analysis of sport psychological research conducted on children and youth over the last decade reveals that few studies selected age groups for investigation that were based on underlying cognitive-developmental criteria. Thus, recommendations emanating from these studies may be misleading or inaccurate. Examples of developmental research from the psychological and sport psychological literature are provided to illustrate the potential for conducting further research on the psychosocial development of children in sport. Finally, guidelines for implementing a systematic line of research in sport psychology from a developmental perspective are outlined.
Developmental Sequences for the Vertical Cradle in Lacrosse: An Exploratory Study
Kate R. Barrett, Kathleen Williams, Jill McLester, and Sara Ljungkvist
Developmental sequences for the vertical cradle were hypothesized and tested using a prelongitudinal screening technique to determine comprehensiveness and developmental accuracy. Fifty-one 10- to 13-year-old children were videotaped as they ran and cradled over a flat surface. A total of 150 trials were categorized for seven components: basic rhythm, hand and arm action, stick position, top hand grip, stick head and top arm action, position of hands, and bottom arm and hand action. Lack of developmental variability occurred for the basic rhythm, hand and arm action, and hand position components. For the stick position component, more younger children were classified at the highest level than older children. The developmental sequence for the stick head and top arm component was comprehensive and age related. The role various constraints play in hypothesizing sequences of sport specific skills needs to be considered along with the quality and amount of instruction.
Developmental Coordination Disorder and Cardiorespiratory Fitness in Children
John Cairney, John A. Hay, Brent E. Faught, Andreas Flouris, and Panagiota Klentrou
It is not known whether children with Developmental Coordination Disorder (DCD) have lower cardiorespiratory fitness (CRF) than children without the disorder, or whether this relationship varies by age and gender. These issues are examined using a cross-sectional assessment of children 9-14 years of age (N = 549). Participants were screened for DCD using the short form Bruininks-Oseretsky Test of Motor Proficiency (BOTMP-SF). A BOTMP-SF age-adjusted standard score at or below the 10th percentile rank on the BOTMP-SF was required to classify a diagnosis for probable DCD. CRF was determined from each participant’s predicted peak-aerobic power using the Léger 20-m shuttle-run test. Children with DCD report lower CRF than children without the disorder and are more likely to be in a high-risk group (≤ 20th percentile in peak VO2). Moreover, 70% of boys with DCD scored at or below the 20th percentile in peak VO2. Further research in a laboratory setting should be conducted to confirm these findings.
Motor Skill Acquisition in Children with Developmental Coordination Disorder
Cheryl Missiuna
Children with developmental coordination disorder (DCD) demonstrate coordination difficulties during the learning of novel motor skills; no previous studies, however, have investigated their ability to learn and then generalize a new movement. This study compared 24 young children with DCD with 24 age-matched control children (AMC) during the early stages of learning a simple aiming task. Children with DCD were found to perform more poorly than their peers on measures of acquired motor skill, and to react and move more slowly at every level of task performance. The effect of age and its relationship to practice of the task was also different within each group. The groups did not differ, however, in their rate of learning, or in the extent to which they were able to generalize the learned movement. Children with DCD sacrificed more speed than the AMC group when aiming at a small target, but the effects of amplitude and directional changes were quite similar for each group. The implications of these findings are discussed.
Two-Handed Catching in Children with Developmental Coordination Disorder
Sarah Astill and Andrea Utley
This study investigated the nature and extent of inter and intralimb coupling of the upper limbs in children with developmental coordination disorder (DCD) and their age-matched controls (AMC) when catching a ball two-handed. Sixteen children (8 DCD, 8 AMC) volunteered for the study; parental consent was gained for each child. Using standard video analysis and 3D kinematic analysis, all children were examined performing 30 two-handed catches. Video analysis showed that the AMC children caught more balls than the DCD children (p ≤ .005). Analyses of the kinematic data showed DCD participants exhibit a greater degree of linkage both between and within limb than the AMC participants (p ≤ .01), but the AMC participants demonstrate more intra individual variability in these linkages (p ≤ .01). The data shows that both DCD and AMC children couple their limbs to exert control over redundant degrees of freedom when catching a ball two-handed. However, DCD children show little capacity to vary their motor behavior exhibiting a less adaptable movement system, which in turn affects their success at the task.
Fundamental Movement Skills in Children With and Without Movement Difficulties
Chantelle Zimmer, Kerri L. Staples, and William James Harvey
The performance of various fundamental movement skills is important for children with movement difficulties (MD) to be successful in physical education and play. The current study aimed to provide a detailed understanding of the aspects impaired in the performance of static and dynamic locomotor and object control skills among children with MD, identified with the Movement Assessment Battery for Children, relative to their same-aged peers without MD. Children, 7–10 years, were recruited from three elementary schools. Eighteen children with MD (mean age = 9.14 years, SD = 0.97) and 18 without MD (mean age = 9.12 years, SD = 0.97) participated in the study. Quantitative and qualitative aspects of their movement performance were assessed using the Test of Gross Motor Development (TGMD-2) and PE Metrics. Children with MD demonstrated significantly poorer performance than children without MD for locomotor skills on the PE Metrics and object control skills on both the TGMD-2 and PE Metrics. The findings of this study suggest that children with MD primarily demonstrate immature movement patterns, inefficient movement strategies, and impaired aspects of movement that impact their performance for dynamic object control skills.
