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Motor performance and daily participation in children with and without probable developmental coordination disorder
Laura Delgado-Lobete1,2, Rebeca Montes-Montes2,3, Sonia Pértega-Díaz4
1Faculty of Health Sciences, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), University of A Coruña, A Coruña, Spain.
Insights
Motor performance is key for children's daily participation, mediating the impact of individual and environmental factors. This highlights the importance of motor skills for children with and without developmental coordination disorder (DCD).
Area of Science:
- Pediatric Rehabilitation
- Motor Development
- Child Psychology
Background:
- Understanding factors influencing children's daily participation is crucial for developmental health.
- Developmental Coordination Disorder (DCD) impacts motor skills, potentially affecting broader participation.
- Identifying mediating roles of motor performance can inform targeted interventions.
Purpose of the Study:
- To investigate the mediating role of motor performance.
- To examine relationships between individual/environmental constraints, activities of daily living (ADL) learning, and participation.
- To compare these relationships in typically developing children and those with probable DCD.
Main Methods:
- Structural equation modeling was used to analyze data from 370 children (aged 5-10).
- Assessed motor performance, ADL learning, and participation using the DCDDaily-Questionnaire.
- Included individual (age, sex) and environmental (family education, siblings, residence) variables.
Main Results:
- Motor performance significantly mediated the influence of individual and environmental factors on daily participation.
- The model explained 44.5% of the variance in daily participation.
- Mediation effects were observed in both typically developing children and those with probable DCD.
Conclusions:
- Motor performance is a critical mediator linking constraints and ADL learning to children's participation.
- Interventions for children with probable DCD should focus on ecological, task-oriented approaches to enhance participation.
- Further research is needed to assess the generalizability of these findings in clinical populations.
Aim:
To test the mediating role of motor performance in the relationship between individual and environmental constraints, delayed learning of activities of daily living (ADL), and daily participation in typically developing children and children with probable developmental coordination disorder (DCD).
Method:
Parents of 370 randomly selected children aged 5 to 10 years (194 females; mean age [SD] 7y 5mo [1y 10mo]) were included in the study (321 typically developing, 49 probable DCD). Motor performance, ADL learning, and participation were assessed using the DCDDaily-Questionnaire. Individual variables included child's age and sex, and environmental variables included mother and family educational level, presence of siblings, and area of residence. Direct, indirect, and mediating effects were tested using a partial least squares-based structural equation modelling approach.
Results:
The model explained 44.5% of the variance of daily participation. Motor performance significantly mediated the effect of individual and environmental constraints, and ADL learning on daily participation.
Interpretation:
Results suggest that the effect of individual and environmental constraints and delayed learning of ADL on daily participation is mediated by motor performance in typically developing children and children with probable DCD. These findings provide further evidence that interventions to promote participation in children with probable DCD should adopt ecological, task-oriented approaches. Further studies should evaluate model generalizability with clinical samples.
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