HPE2240 Study Guide - Final Guide: Developmental Coordination Disorder, Functional Skills Qualification, Motor Coordination
10 Jun 2018
School
Department
Course
Professor
DCD#(Developmental#Co-ordination#Disorder)#&#Neuro-developmental#
Theory#
Neuro-developmental#Theory#
Reflex&responses&indicate&the&level&of&development&of&the&CNS.&The&end&of&the&reflexive&
period&is&marked&by&the&increasing&control&over&the&environment&–&voluntary&movement.&If&
reflexes&exist&beyond&the&6th-12th&month,&the&integrity&of&the&CNS&can&be&compromised&
leading&to&Neuro-developmental&Delay&which&can&affect&later&learning.&&
#
#Difficulty#vs.#Disability#
o Movement&difficulty:&can&be&caused&by&a&variety&of&factors&that&are&usually&external&
to&the&child&such&as&lack&or&opportunity&to&practice&or&lack&of&exposure&to&movement&
skill&instruction/equipment.&&
o Movement&disability&or&(DCD&–&development&coordination&disorder):&underlying&
neurological&basis.&Also&affect&functional&skills.&&
#
DCD#
A&marked&impairment&in&the&development&of&motor&coordination&which&cannot&be&
attributed&to&a&general&medical&condition&or&mental&retardation.&DCD&is&commonly&
associated&with&other&developmental&condition,&including&ADHD,&learning&disabilities,&
speech-language&delays&and&emotional&and&behavioural&problems.&&
&
Identifying#children#with#DCD#
Observe&children&that&are¬&as&coordinated&as&their&peers.&Consider&is&this&caused&by&poor&
general&fitness?&Has&the&child&had&the&opportunity&to&develop&the&skill?&Does&the&child&simply&
need&specific&intervention&strategies&or&good&feedback&during&tasks&to&improve&
performance.&&
&
How#to#help#these#children#in#the#classroom#
o Tasks:&identify&tools/strategies&that&may&assist&in&identifying&correct&movement&
patterns,&assist&with&organisation&in&their&workspace,&allow&oral&presentations&rather&
than&written,&encourage&use&of&a&keyboard&rather&than&writing.&&
o Physical,layout:&ensure&they&are&seated&in&the&correct&sized&chair&and&desk,&make&
sure&the&room&is&kept&tidy&and&that&work&areas&have&no&hazards&for&tripping,&be&
aware&when&grouping&students.&&
o Self-Esteem:,avoid&competitive&classroom&management&strategies&such&as&‘who&can&
finish&first’&or&elimination&games,&minimise&opportunities&for&children&to&experience&
failure&or&embarrassment,&teach&the&children&the&importance&of&including&children&of&
all&skill&levels&in&games.&,
,
How#to#help#these#children#in#PE#lessons#
o Inclusivity:,make&sure&all&children&are&included&in&the&learning&experience&in&a&
positive&way,&when&planning&make&sure&activities&can&be®ressed&and&progressed&to&
cater&for&all&abilities&
o Learning,experiences:&individualise&each&learning&experience&so&that&it&is&appropriate&
to&the&child’s&level&of&achievement,&make&sure&demonstrations&are&clear&and&allow&
plenty&of&time&for&practice&and&repetition,&provide&a&range&of&learning&experiences&so&
that&children&can&use&their&strengths&rather&than&weaknesses&
