Background: Developmental coordination disorder (DCD) affects motor skills and consequently has an impact on the performance in daily living activities of learners with this impairment.Aim: The aim ...of this study was to determine the prevalence of possible DCD in Grade 1 (Gr. 1) learners in a low socio-economic environment in Mangaung, South Africa.Setting: The study was conducted in the Mangaung Metro, Motheo District, Free State Province. Gr. 1 learners, 6–8 years old (n = 242), from a low socio-economic environment attending Quintile 1–3 schools were randomly selected for assessment.Methods: The Movement Assessment Battery for Children-2nd edition (MABC-2) was used to identify learners with possible DCD. Furthermore, results were compared with regard to gender.Results: Of the 242 learners, 9.9% were identified with possible DCD. With regard to gender, 10.5% of boys and 9.3% of girls showed signs of possible DCD. No significant difference (p = 0.9439) has been found between boys and girls.Conclusion: The prevalence of possible DCD among Gr. 1 learners in this setting was higher than that in previously reported studies in other low and high socio-economic environments of South Africa. Further research is required to establish the full extent of possible DCD within learners living in low socio-economic environments.
The Scholarship of Teaching and Learning (SoTL) is an emerging focus within South Africa (SA). In Human Movement Sciences (HMS) in SA, research is primarily discipline-specific, and many researchers ...are unfamiliar with SoTL. To explore how we (as HMS lecturers) could integrate SoTL into our research, we formed a community of practice (CoP). The SoTL unicycle depiction of Swart et al. (2016) suited our visual analogy since the focus of HMS is on the human body that is in motion. For us, the unicycle represented HMS SoTL in motion. Swart et al. (2016) viewed the SoTL movement as an academic’s individual journey, whereas we saw SoTL from a CoP perspective. Therefore, we adapted the unicycle into a tandem bicycle, representing our collaborative engagements. Participatory action learning and action research (PALAR) formed our theoretical framework. Through our dialogue, each tandem wheel’s focus emerged. The back wheel was about deciding to SoTL (or not). This became a linchpin of our critical dialogue during the relationship-building phase of our CoP. Once we committed, we needed to learn how to keep our CoP moving forward. This became the middle wheel of our tandem bicycle. Next, the front wheel and handlebar became our guide into what the future of SoTL would be for us. The tandem bicycle, therefore, represents our collective cycles of learning as we became SoTL researchers. We believe our learning can support others transitioning from discipline-specific research to engaging in SoTL.
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Early identification of learners in low socio-economic environments with possible developmental coordination disorder (DCD) is important. Although various screening tools are available, it is unclear ...whether teachers can use the movement assessment battery for children - second edition checklist (MABC-2 checklist) to identify learners with possible DCD. To establish teachers' ability to identify Grade 1 learners in low socio-economic environments with possible DCD. The study was conducted in the Mangaung Metro, Motheo District of the Free State Province, South Africa. Grade 1 learners aged 6-8 years (n = 200) from a low socio-economic environment attending quintile one to three schools were randomly selected for assessment. Twenty-nine teachers participated in the study. Kinderkineticists identified learners with possible DCD (displaying motor skills far below the child's age) by means of the MABC-2 performance test. The teachers used the MABC-2 checklist to identify possible DCD. The convergent validity of the MABC-2 performance test and checklist was compared. The convergent validity between the MABC-2 performance test and the MABC-2 checklist indicated a kappa (k) coefficient of 0.17, indicating a slight agreement between the performance test and the checklist. Overall, the specificity was 58% (105/180), and the sensitivity was 85% (17/20). Teachers could effectively identify learners with possible DCD. However, they demonstrated a low ability to identify learners without possible DCD when using the MABC-2 checklist. It is therefore recommended that the performance test should be used in conjunction with the checklist to obtain the most reliable results.
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