{Reference Type}: Journal Article
{Title}: Actual and perceived motor competence in children with motor coordination difficulties: Effect of a movement-based intervention.
{Author}: Sánchez-Matas Y;Hernández-Martínez A;Gutiérrez D;Rudd YJ;
{Journal}: Res Dev Disabil
{Volume}: 151
{Issue}: 0
{Year}: 2024 Aug 8
{Factor}: 3
{DOI}: 10.1016/j.ridd.2024.104797
{Abstract}: <B>BACKGROUND: </B>The present study analyses the effect of a Movement-Based Intervention to improve Actual and Perceived Motor Competence in children with probable Developmental Coordination Disorder aged four and six years.<BR><B>METHODS: </B>A longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks.<BR><B>RESULTS: </B>Actual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention. In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder.<BR><B>CONCLUSIONS: </B>Considering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.