This study examined and compared the control of posture during bilateral stance in ten boys with Developmental Coordination Disorder (DCD) of 6-8 years old and ten matched typically developing boys in four sensory conditions (with or without vision, on a firm or complaint surface). In all conditions mean postural sway velocity was larger for the boys with DCD, in spite of a normal score on the balance items of the Movement Assessment Battery for Children. A Group X Condition interaction revealed a larger dependency on vision in the boys with DCD when standing on a firm surface. These results suggest that in this specific subgroup of boys with DCD with predominantly problems in fine motor and ball skills postural control problems may still be prevalent and may possibly be associated with difficulties to re-weight sensory information in response to environmental demands.
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Sensory Contributions to Balance in Boys with Developmental Coordination Disorder
Frederik J.A. Deconinck, Dirk De Clercq, Rudy Van Coster, Ann Oostra, Griet Dewitte, Geert J.P. Savelsbergh, Dirk Cambier, and Matthieu Lenoir
Comparing Developmental Trajectories of Elite Able-Bodied and Wheelchair Basketball Players
Nima Dehghansai, Daniel Spedale, Melissa J. Wilson, and Joseph Baker
when an athlete acquires an injury (acquired impairment; AI) and enters the Para sport stream versus an athlete who was born with a congenital impairment (CI). In a recent study, Dehghansai, Lemez, Wattie, and Baker ( 2017b ) reported that CI athletes reached various developmental milestones (i
It’s a Long Way to the Top: Determinants of Developmental Pathways in Paralympic Sport
Jacqueline Martins Patatas, Jens De Rycke, Veerle De Bosscher, and Rafael Lima Kons
extensively examined how athletes’ careers can be developed and supported to gain a competitive advantage in able-bodied sports. As a result, there has been a steady growth in the athlete development literature addressing developmental trajectories of elite athletes, otherwise known as athletic career
Experiences in Physical Education for Children at Risk for Developmental Coordination Disorder
Chantelle Zimmer, Janice Causgrove Dunn, and Nicholas L. Holt
Approximately 5–6% of school-age children are diagnosed with developmental coordination disorder (DCD; American Psychiatric Association [APA], 2013 ). They experience substantial and persistent difficulties in learning and performing coordinated motor skills starting in early childhood, which
Subtypes of Developmental Coordination Disorder
Deborah Hoare
Although the heterogeneity of children with developmental coordination disorder (DCD) has been well documented, the search for subtypes within the DCD population with distinguishable profiles has been limited. The present study investigated whether a group of 80 children identified as having DCD could be classified into subtypes based on their performances on six perceptuo-motor tasks. Five clusters were identified and are discussed in terms of current understanding of DCD. This exploratory study supports the notion of heterogeneity within DCD samples, with five patterns of dysfunction emerging.
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
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
