Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families |
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| Affiliation: | 1. Department of Physical Education, School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil;2. Federal Institute of Education, Science and Technology, Canindé, Ceará, Brazil;1. School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA;2. Department of Kinesiology, Coastal Carolina University, Williams-Brice 111, P.O. Box 261954, Conway, SC, 29528, USA;3. Department of Kinesiology, Boise State University, 1404 Bronco Circle, Boise, ID, 83725, USA;4. Center for Neuroscience Initiative, Auburn University, USA;1. Valoración del rendimiento deportivo, actividad física y salud y lesiones deportivas (REDAFLED), Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education, University of Valladolid, 42004, Soria, Spain;2. Research Centre in Sports Sciences, Health Sciences and Human Development, CIDESD, CreativeLab Research Community, University of Trás-os-Montes e Alto Douro, 5001-801, Vila Real, Portugal;3. Department of Physical Education and Sports, Faculty of Education and Sport, University of the Basque Country, 01007, Vitoria-Gasteiz, Spain;4. Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Sport, University of the Basque Country, 01007, Vitoria-Gasteiz, Spain;5. Evaluation and Data Department, Real Sociedad, 20014, Donostia – San Sebastián, Spain;1. School of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada;2. Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada;3. School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada;1. Department of Movement and Sports Sciences, Ghent University, Belgium;2. Moray House School of Education and Sport, University of Edinburgh, UK;1. Department of Physical Activity and Sport, University of Murcia, Regional Campus of International Excellence “Campus Mare Nostrum”, Faculty of Sport Science, Murcia, Spain;2. CIPER, Escola Superior de Educação e Comunicação da Universidade do Algarve, Faro, Portugal;3. CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Cruz Quebrada, Portugal;4. Department of General and Specific Didactics, Faculty of Education, University of Alicante, Alicante, Spain;1. Center for Weight, Eating and Lifestyle Science (WELL Center), Drexel University, Philadelphia, PA, USA;2. Department of Psychological and Brain Sciences, Drexel University, Philadelphia, PA, USA |
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| Abstract: | Contextual opportunities facilitate skill acquisition, and the interaction between individual and contextual factors is fundamental to enhancing health and social parameters in children with DCD. This study examined (1) the influence of Mastery Motivational Climate (MMC) and Exercise Play Climate (EPC) interventions on motor performance, physical activity, self-perceptions, BMI, engagement in the lessons, playtime, and screen time of children without and with DCD, (2) the relationship between motor performance, self-perceptions, BMI, engagement in the physical education lessons, playtime, and screen factors in the children's physical activity levels in the lessons (PA) pre-and post-test. Children (N = 255, 98 children with Developmental Coordination Disorder - DCD; 157 children without DCD) were randomly assigned to MMC and EPC. Physical Activity levels in the lessons, motor performance, self-perceptions of physical competence, body mass indexes, appropriate motor engagement with success in the lessons, and active play and screen time were assessed. Regarding intervention impact, from pre-to post-tests, the results showed increases (1) PA in children with DCD in the EPC group and without DCD in the MMC group; (2) locomotor and ball skills for children with DCD in both climates; (3) locomotor and ball skills for children without DCD in the MMC group; (4) self-perceptions of competence for children with DCD in the MMC group; and (5) engagement with success for all children in both climates. A slight decrease in BMI for children with DCD in both climates was found. Regarding the associations, at post-test, engagement with success explained (1) PA levels for children with DCD in the MMC group and children without DCD in the EPC group; (2) active playtime explained PA for children with DCD in the EPC group; (3) ball skills explained PA for children without DCD in the MMC group. The intervention promoted overall increases in motor performance and children’s engagement in the lesson. The intervention strengthened the role of ball skills performance, engagement with success, and active play; however, these relationships were different across groups. |
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| Keywords: | Motor skill intervention Motor proficiency Engagement Active play |
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