Does the Animal Fun program improve social-emotional and behavioural outcomes in children aged 4–6 years?

Piek, Jan P.; Kane, Robert R.; Rigoli, Daniela; McLaren, Sue; Roberts, Clare; Rooney, Rosanna; Jensen, Lynn; Dender, Alma; Packer, Tanya; Straker, Leon

doi:10.1016/j.humov.2015.08.004

Cited by 42 publications

(49 citation statements)

References 35 publications

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“…This has been recognized in programmes such as the Partnering for Change initiative, which focuses on providing a more holistic approach to managing DCD in schools. The concept has also been investigated in a randomized trial, which found that motor and psychosocial skills improved in 4‐ to 6‐year‐olds who took part in a whole‐class physical activity programme called ‘Animal Fun’, which promoted social interaction . More intervention‐focused research is needed to determine the longitudinal benefits for adolescents and young adults with DCD, who are an important but less well understood group.…”

Section: Discussionmentioning

confidence: 99%

Mental health outcomes of developmental coordination disorder in late adolescence

Harrowell

Hollén

Lingam

et al. 2017

Develop Med Child Neuro

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AimTo assess the relationship between developmental coordination disorder (DCD) and mental health outcomes in late adolescence.MethodData were analyzed from the Avon Longitudinal Study of Parents and Children. Moderate‐to‐severe DCD was defined at 7 to 8 years according to the DSM‐IV‐TR criteria. Mental health was assessed at 16 to 18 years using self‐reported questionnaires: Strengths and Difficulties Questionnaire, Short Moods and Feelings Questionnaire, and the Warwick–Edinburgh Mental Well‐being Scale. Logistic and linear regressions assessed the associations between DCD and mental health, using multiple imputation to account for missing data. Adjustments were made for socio‐economic status, IQ, and social communication difficulties.ResultsAdolescents with DCD (n=168) had an increased risk of mental health difficulties (total Strengths and Difficulties Questionnaire score) than their peers (n=3750) (odds ratio 1.78, 95% confidence interval 1.12–2.83, adjusted for socio‐economic status and IQ). This was, in part, mediated through poor social communication skills. Adolescent females with DCD (n=59) were more prone to mental health difficulties than males. Greater mental well‐being was associated with better self‐esteem (β 0.82, p<0.001).InterpretationIndividuals with DCD, particularly females, had increased risk of mental health difficulties in late adolescence. Interventions that aim to promote resilience in DCD should involve improving social communication skills and self‐esteem.

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Section: Discussionmentioning

confidence: 99%

Mental health outcomes of developmental coordination disorder in late adolescence

Harrowell

Hollén

Lingam

et al. 2017

Develop Med Child Neuro

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“…While personal resources include conceptions of mastery, self-esteem and social competence, social resources basically represent the social support provided by peers or parents. Concerning personal resources, recent intervention studies provide evidence that improving motor skills and participation has a positive impact on children's prosocial behavior (Piek et al, 2015) and that exercising in adolescents with low motor competencies fosters their physical self-perception (McIntyre et al, 2014). Concerning potential buffering effects, it is important to note that both resources are assumed to either mediate or moderate the risk factor-distress relation.…”

Section: Introductionmentioning

confidence: 99%

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

2016

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The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from childhood to adolescence in the context of the Environmental Stress Hypothesis which can be considered a substantial methodological progress. In summary, gross motor coordination problems represent a serious issue for a healthy transition from childhood to adolescence which substantiates respective early movement interventions.

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“…Psychomotor interventions which target both the physical and psychosocial consequences of poor motor skills have been shown to facilitate improvements in both these areas (Peens, Pienaar, & Nienaber, 2008;Smits-Engelsman et al, 2013). Piek et al (2015) identified that a universal psychomotor intervention for young children had additional benefits to their psychosocial functioning, with participants demonstrating higher levels of prosocial behaviour post-intervention. A limitation of the Noordstar et al (2017) study was the relatively small sample size, and the large intra-group variability in the improvement in motor skills and self-competence in children with DCD.…”

Section: Discussionmentioning

confidence: 99%

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

Mancini

Rigoli

Roberts

et al. 2017

Infant and Child Development

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Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.

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Does the Animal Fun program improve social-emotional and behavioural outcomes in children aged 4–6 years?

Cited by 42 publications

References 35 publications

Mental health outcomes of developmental coordination disorder in late adolescence

Mental health outcomes of developmental coordination disorder in late adolescence

Elaboration of the Environmental Stress Hypothesis–Results from a Population-Based 6-Year Follow-Up

The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children

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