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Pre-school children with developmental co-ordination disorder: selfperceived competence and group motor skill intervention.

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Title: Pre-school children with developmental co-ordination disorder: selfperceived competence and group motor skill intervention.
Authors: Pless, M, Carlsson, M, Sundelin, C, Persson, K
Source: Acta Paediatrica. May2001, Vol. 90 Issue 5, p532-538. 7p.
Subject Terms: *Motor ability in children, Self-perception in children, Child development deviations
Abstract: Objective: To investigate self-perceived competence in 5- to 6-y-old children with developmental co-ordination disorder. Subjects and methods: Scores in two scales of self-perceived competence were compared between a study group of children with developmental co-ordination disorder (n = 37) and a reference group (n = 60). In addition, effects of group motor skill intervention were evaluated by comparing scores in study group children randomly allocated to an intervention (n = 17) and a control subgroup (n = 20). The intervention subgroup received intervention once weekly for 10 wk. Conclusions: Pre-school children with developmental co-ordination disorder are similar to peers of the same age regarding self-perception of their own competence in areas concerning school, peer relations and motor skills. The change in score in the perceived motor competence scale was significantly greater in the intervention than in the control subgroup, suggesting that the intervention increased individual awareness of motor competence. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Objective: To investigate self-perceived competence in 5- to 6-y-old children with developmental co-ordination disorder. Subjects and methods: Scores in two scales of self-perceived competence were compared between a study group of children with developmental co-ordination disorder (n = 37) and a reference group (n = 60). In addition, effects of group motor skill intervention were evaluated by comparing scores in study group children randomly allocated to an intervention (n = 17) and a control subgroup (n = 20). The intervention subgroup received intervention once weekly for 10 wk. Conclusions: Pre-school children with developmental co-ordination disorder are similar to peers of the same age regarding self-perception of their own competence in areas concerning school, peer relations and motor skills. The change in score in the perceived motor competence scale was significantly greater in the intervention than in the control subgroup, suggesting that the intervention increased individual awareness of motor competence. [ABSTRACT FROM AUTHOR]
ISSN:08035253
DOI:10.1080/080352501750197674