Latar belakang penelitian ini adalah adanya fenomena kurangnya kemampuan fundamental Movement Skill (FMS) pada anak dengan gangguan koordinasi perkembangan (dyspraxia). Tujuan dari penelitian ini ...adalah untuk mengkaji pengaruh model latihan gerakan fundamental Movement Skill (FMS) terhadap peningkatan kemampuan Fundamental Movement Skill (FMS) pada anak dengan dyspraxia. Sebanyak 10 anak secara sukarela dan dengan persetujuan orang tua menjadi kelompok eksperimen (DYS) exp, yang menerima 6 minggu pelatihan FMS. FMS dinilai menggunakan Test of Gross Motor Development-2. Metode dalam penelitian ini menggunakan metode penelitian pre eksperimen. Desain yang digunakan dalam penelitian ini adalah The one group pretest-postest design. Hasil penelitian menunjukan model latihan gerakan fundamental Movement Skill (FMS) berpengaruh terhadap kemampuan gerakan fundamental Movement Skill (FMS). terbukti dari hasil analisis data penelitian pretest nilai rata-rata latihan gerakan fundamental Movement Skill (FMS) yang diperoleh yaitu 13,23, sedangkan hasil posttest nilai rata-rata latihan gerakan fundamental Movement Skill (FMS) yang diperoleh yaitu 23,13, berarti adanya peningkatan yang diperoleh setelah melakukan latihan gerakan fundamental Movement Skill (FMS) sehingga hal ini menunjukan adanya pengaruh yang signifikan dari model latihan gerakan fundamental Movement Skill (FMS) terhadap kemampuan gerakan fundamental Movement Skill (FMS) pada anak dengan dyspraxia. Dengan demikian dapat disimpulkan bahwa model latihan gerakan fundamental Movement Skill (FMS) memberikan pengaruh yang signifikan terhadap terhadap peningkatan kemampuan Fundamental Movement Skill (FMS) anak dengan gangguan koordinasi perkembangan (dyspraxia). Implikasi penelitian ini secara teoritis adalah bahwa model latihan FMS bisa menjadi acuan teori dan referensi pengetahuan bagi guru pendidikan jasmani adaptif yang mengajar di sekolah khusus dalam melaksanakan pembelajaran yang terkait dengan dyspraxia dan implikasi secara praktis dari hasil penelitian ini dapat digunakan oleh para guru terutama guru pendidikan jasmani adaptif sebagai model latihan untuk meningkatkan FMS pada siswa dengan dyspraxia.
•Developmental coordination disorder (DCD) results in impaired movement abilities.•Neurological deficits exist in DCD during motor imagery and action observation.•Motor imagery (MI) and action ...observation (AO) improve motor function in DCD.•Combined AOMI can further enhance skill acquisition in children with DCD.•Combined AOMI may work by targeting the neural deficits associated with DCD.
Action observation (AO) and motor imagery (MI) have been used separately across different populations to alleviate movement impairment. Recently these two forms of covert motor simulation have been combined (combined action observation and motor imagery; AOMI), resulting in greater neurophysiological activity in the motor system, and more favourable behavioural outcomes when compared to independent AO and MI. This review aims to outline how some of the neural deficits associated with developmental coordination disorder (DCD) are evident during AO and MI, and highlight how these motor simulation techniques have been used independently to improve motor skill learning in children in this population. The growing body of evidence indicating that AOMI is superior to the independent use of either AO and MI is then synthesised and discussed in the context of children with DCD. To conclude, recommendations to optimise the delivery of AOMI for children with DCD are provided and future avenues for research are highlighted.
Abstract
This study was designed to test the effects of Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Co-ordination Disorder (DCD) on depression levels and investigate the ...mediating role of executive function (EF) in adults. Adults with ADHD, DCD, and ADHD + DCD (
N
= 139) completed self-report measures of ADHD, DCD, depression, and EF. There were distinct profiles of EF across diagnostic groups, and higher depression symptoms in adults with ADHD + DCD than DCD alone. All EF domains were predicted by ADHD symptoms, and several by DCD symptoms. ADHD and DCD symptoms, and most EF domains, predicted depression symptoms. Overall EF difficulties fully mediated the relationships between ADHD/DCD and depression symptoms. Several specific EF domains relating to behavioural regulation and metacognition also showed full/partial mediating effects. The mediating role of EF difficulties between these neurodevelopmental conditions and depression symptoms has implications for their understanding and treatment, suggesting that targeting EF may be important for preventing co-occurring depression.
Developmental coordination disorder (DCD) and attention-deficit/hyperactivity disorder (ADHD) overlap in symptoms and often co-occur. Differentiation of DCD and ADHD is crucial for a better ...understanding of the conditions and targeted support. Measuring electrical brain activity with EEG may help to discern and better understand the conditions given that it can objectively capture changes and potential differences in brain activity related to externally measurable symptoms beneficial for targeted interventions. Therefore, a pilot study was conducted to exploratorily examine neurophysiological differences between adults with DCD and/or ADHD at rest. A total of
= 46 adults with DCD (
= 12), ADHD (
= 9), both DCD + ADHD (
= 8), or typical development (
= 17) completed 2 min of rest with eyes-closed and eyes-open while their EEG was recorded. Spectral power was calculated for frequency bands: delta (0.5-3 Hz), theta (3.5-7 Hz), alpha (7.5-12.5 Hz), beta (13-25 Hz), mu (8-13 Hz), gamma (low: 30-40 Hz; high: 40-50 Hz). Within-participants, spectral power in a majority of waveforms significantly increased from eyes-open to eyes-closed conditions. Groups differed significantly in occipital beta power during the eyes-open condition, driven by the DCD versus typically developing group comparison. However, other group comparisons reached only marginal significance, including whole brain alpha and mu power with eyes-open, and frontal beta and occipital high gamma power during eyes-closed. While no strong markers could be determined to differentiate DCD versus ADHD, we theorize that several patterns in beta activity were indicative of potential motor maintenance differences in DCD at rest. Therefore, larger studies comparing EEG spectral power may be useful to identify neurological mechanisms of DCD and continued differentiation of DCD and ADHD.
Developmental Coordination Disorder and its Consequencesis the most comprehensive volume to cover the health and social consequences of DCD in children. Clearly written, it will be of interest to ...parents, teachers, and physicians interested in this disorder.
Participation difficulties among adults with developmental coordination disorder (DCD) have been documented. However, little attention has been given to the subjective aspects of participation, also ...called occupational experience, including feeling during engagement in activities and their meaning. This study aimed to explore the occupational experience of young adults with DCD.
Informed by the phenomenological approach, we conducted semi-structured interviews with 10 young adults with DCD.
Three themes emerged: (1) Complexity of occupational experience; describes the motives for participation, with variations in experience across activities and individuals. Participants engage in activities that provide them with pleasure and fulfillment, while other activities require constant effort and cause stress and shame; (2) The role of internal factors; illustrates the influence of poor motor and organizational/planning skills, self-acceptance; and utilizing strategies on the participants' occupational experience; and (3) The role of the social environment; reveals the participants' dual perception of their environment - as a source of criticism as well as a source of support.
Individuals with DCD may benefit from intervention during young adulthood to enhance their well-being. The interventions should target their subjective occupational experiences in addition to their objective performance difficulties, by enhancing their psycho-social resources.
Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), ...and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were (a) to determine whether dyspraxia in autism is associated with impaired representational ("postural") knowledge and (b) to examine the contributions of postural knowledge and basic motor skill to dyspraxia in autism. Thirty-seven children with autism spectrum disorder (ASD) and 50 typically developing (TD) children, ages 8-13, completed (a) an examination of basic motor skills, (b) a postural knowledge test assessing praxis discrimination, and (c) a praxis examination. Children with ASD showed worse basic motor skill and postural knowledge than did controls. The ASD group continued to show significantly poorer praxis than did controls after accounting for age, IQ, basic motor skill, and postural knowledge. Dyspraxia in autism appears to be associated with impaired formation of spatial representations, as well as transcoding and execution. Distributed abnormality across parietal, premotor, and motor circuitry, as well as anomalous connectivity, may be implicated.
Previous studies have shown that children with Developmental Coordination Disorder (DCD)/Dyspraxia have poorer maths performance compared to their neurotypical (NT) counterparts. However, no studies ...have explored the cognitive and emotional factors affecting the maths performance of adults with DCD. This study, therefore, investigated the role of working memory (WM), maths anxiety (MAS), and maths self-efficacy on the maths performance of adults with DCD. We found that adults with DCD had lower WM and maths performance and were more maths anxious than their NT peers. However, there were no significant differences in maths self-efficacy. When looking at the predictors of maths performance, we found a positive relationship between WM resources and the DCD maths performance, possibly indicating that they relied more on WM resources to perform simple mental arithmetic tasks than NTs. On the other hand, MAS had an inverse relationship with the NT maths performance but not with the DCD performance. The reasons and implications of these findings will be discussed.
•Adults with DCD had lower working memory (WM) and maths performance than neurotypical (NT) peers.•Adults with DCD were more anxious about maths compared to NTs.•There were no significant differences in maths self-efficacy.•We found a positive relationship between WM resources and the DCD maths performance.•Maths anxiety (MAS) had an inverse relationship with the NT maths performance.
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