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Laurence Lachapelle-Neveu¹, Camille Carrier¹, Marianne Fink-Mercier¹

¹Centre de recherche du Centre hospitalier universitaire de l'Université de Sherbrooke, Université de Sherbrooke.

Physiotherapy Canada. Physiotherapie Canada

|May 2, 2019

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A training session improved physical education teachers' knowledge and skills in supporting children with developmental coordination disorder (DCD). Teachers reported enhanced pedagogical practices and fewer behavioral issues post-training.

Area of Science:

Pedagogical practices in physical education
Developmental Coordination Disorder (DCD) research
Teacher training and professional development

Context:

Effective practices for Developmental Coordination Disorder (DCD) require teachers to foster children's physical activity participation.
Physical education teachers (PET) often lack specialized knowledge regarding DCD.
Targeted training can enhance PETs' capacity to support students with DCD.

Purpose:

To evaluate the impact of a one-day training intervention on physical education teachers' (PET) perceptions of their knowledge, skills, and pedagogical practices related to Developmental Coordination Disorder (DCD).

Summary:

A mixed-methods pre-post-follow-up study assessed PET perceptions before, immediately after, and three months post-training.
Participants (n=38 initially) showed significant improvements (p < 0.006) in perceived knowledge, skills, and pedagogical practices.

Keywords:

DCD best practices children continuing education physical activity

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Post-training, PETs reported using more specific strategies and observed a reduction in behavioral problems.

Impact:

One-day training positively influences PETs' confidence and competence in addressing DCD.
Enhanced teacher practices may lead to improved participation and reduced behavioral issues for children with DCD.
Further research is needed to confirm the direct impact on children with DCD's participation and outcomes.