A school-based physical activity intervention for children with developmental coordination disorder: A randomized...

Area of Science:

• Pediatric physical therapy
• Developmental psychology
• Exercise science

Background:

• Children with developmental coordination disorder (DCD) exhibit lower physical activity (PA) levels compared to typically developing (TD) children.
• Physical activity and fundamental movement skills (FMS) are positively correlated, highlighting the importance of FMS interventions for children with DCD.

Purpose of the Study:

• To evaluate the impact of a school-based FMS training program on motor functions, PA, and psychological outcomes in children.
• To assess both immediate and long-term effects of the intervention.

Main Methods:

• A randomized controlled trial involving 131 primary school children, with groups receiving either FMS training or conventional physical education.
• Intervention consisted of eight weekly 40-minute FMS sessions.
• Outcomes including PA (accelerometer-assessed), motor functions, self-perceived competence, and enjoyment were measured at baseline, 1 week, 3 months, and 12 months post-intervention.

Main Results:

• FMS training significantly enhanced FMS proficiency and increased PA and enjoyment in participating children.
• Children with DCD in the FMS group reported greater enjoyment over time.
• Positive effects on motor functions and psychological outcomes were observed in both short-term and long-term follow-ups.

Conclusions:

• A school-based FMS training program is a viable strategy to enhance physical activity and motor skills in children with DCD.
• The intervention demonstrates potential for improving the long-term physical and psychological well-being of children with DCD.