Naslov
Why is competent motor performance important for children and what can we do about it?

Autori
Sangster Jokić, Claire

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
1. međunarodnih konferencija zdravstvenih profesija u organizaciji Zdravstvenog veleučilišta

Mjesto i datum
Opatija, Hrvatska, 05.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
motor competence ; developmental coordination disorder ; occupational therapy

Sažetak
Competency in movement is a fundamental factor in the life of every child. Apart from setting the stage for good fitness and health, competent motor skill allows for sensory exploration of the environment and participation in various leisure pursuits, which in turn contributes to cognitive, social, and emotional development (Doherty & Bailey, 2003). Moreover, all activities in a growing child’s environment, including getting dressed, speaking clearly and printing one’s name have movement as a common, underlying component. By promoting motor development, early movement experiences allow for learning and the successful performance of academic tasks and activities of daily living (Sugden, Kirby & Dunford, 2008). Developmental coordination disorder (DCD), sometimes called developmental dyspraxia, is characterized by a marked impairment in the performance of motor skills. Children with DCD experience difficulty learning everyday motor tasks and perform these tasks in a clumsy, awkward or unskilful manner (Polatajko, 1999). They are slow to learn fundamental motor skills (Sugden & Wright, 1998). Upon entry into school, performance is not sufficient to meet the increasing motoric demands of school and play. This, in turn, negatively impacts the participation of children with DCD in everyday activities. When these difficulties are left unaddressed, children often suffer academically and develop emotional and behavioural difficulties such as poor self-confidence, limited social skills and decreased motivation for physical activity (Chambers et al., 2005 ; Mandich, Polatajko & Rodger, 2003). Without adequate support and/or intervention within home, school and community settings, children with DCD are placed at significant risk for a range of secondary problems in health and well-being, social inclusion and academic achievement (Leeds Consensus Statement, 2006). The aim of this paper is to review current research examining developmental coordination disorder. It will place special emphasis on evidence-based approaches to early identification, assessment and intervention for children with DCD and other motor learning difficulties.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

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