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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

163
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
163

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Motor Competence between Children with and without Additional Learning Needs: A Cross-Sectional Population-Level

Amie B Richards1, Harriet G Barker1, Emily Williams1

  • 1Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK.

Children (Basel, Switzerland)
|September 28, 2023
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Summary

Children with additional learning needs (ALN) show lower motor competence than typically developing peers. This population-level study highlights inequalities and the need for targeted interventions to support motor skill development in all children.

Keywords:
ALNDragon ChallengeSENDadditional learning needschildrenmotor competencespecial educational needsyouth

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Area of Science:

  • Developmental Psychology
  • Pediatrics
  • Motor Development

Background:

  • Motor competence is crucial for children's physical, cognitive, and social development.
  • Children with additional learning needs (ALN) may face unique challenges in developing motor skills.
  • Understanding motor competence disparities is essential for equitable educational and health outcomes.

Purpose of the Study:

  • To investigate the associations in motor competence between children with additional learning needs (ALN) and typically developing children.
  • To identify potential inequalities in motor skill proficiency within a national cohort.
  • To inform interventions aimed at improving motor development for all children.

Main Methods:

  • Cross-sectional study of 4555 children (aged 11.35 ± 0.65 years) from 65 schools in Wales, UK.
  • Utilized the Dragon Challenge assessment, a timed circuit of nine motor competence tasks.
  • Employed a multi-nominal multi-level model with random intercept to analyze proficiency differences.

Main Results:

  • Typically developing children demonstrated significantly higher proficiency across all nine motor competence tasks compared to children with ALN.
  • These disparities persisted after controlling for age, sex, ethnicity, and socioeconomic status.
  • The findings indicate a population-level inequality in motor competence.

Conclusions:

  • Significant motor competence inequalities exist between typically developing children and those with ALN.
  • There is a critical need for policymakers, practitioners, and researchers to prioritize motor skill development, especially for children with ALN.
  • Early identification and targeted support can help bridge the motor competence gap.