Supporting children with motor skills difficulties: an initial evaluation of the Manchester Motor Skills Programme

Abstract

Children with motor difficulties are a very varied group. In order to target interventions more effectively researchers have attempted to identify specific subgroups; however, attempts to identify sub-groups and provide interventions accordingly have met with limited success. Currently interventions can be classified into two main types, namely, general abilities and normative functional approaches. The current study outlines the Manchester Motor Skills Programme (MMSP), which adopts a normative functional approach and has been developed jointly by educational psychologists (EPs), specialist teachers and schools. In order to evaluate the effectiveness of the MMSP a quasi-experimental repeated measures study was undertaken involving 24 children. The quasi-experimental study yielded a medium effect size, which is a promising result for a naturalistic intervention. Methodological limitations and areas of future research are considered and identified.

Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

“…In concordance with the pattern of data here, Westendorp et al (2014) , working with a learning-disabled population, found evidence of positive effects of a ball skill intervention upon problem-solving skills. Other evidence is available in respect of specific populations, such as those with Developmental Co-ordination Disorder ( Bond, 2011 ), where some positive gains have been found possible through targeted educational intervention, and Case-Smith (1996) showed the effectiveness of an occupational therapy service in preschool children, in relation to fine motor skill and self-care, mobility, and social function.…”

Pregled Dosadašnjih Istraživanja Motoričkih I Funkcionalnih Sposobnosti Kod Djece Nižeg Školskog Uzrasta

“…Ovo istraživanje je pokazalo da u mlađem školskom uzrastu u prve dvije godine najbrže dolazi do razvoja koordinacija kod djece, kasnije se ona povećava 50-70%, zbog toga se preporučuje razvijanje koordinacionih sposobnosti u predškolskom i mlađem školskom uzrastu sa pojačanim naglaskom na razvoj hrabrosti, koja se stiče kroz povećanje rizika na datom motoričkom zadatku, te povećanje promjena uslova vježbi i ritma (Čillik, Willbeber, 2018). U ranom djetinjstvu mnogo su važne prekretnice postignutih motoričkih vještina, odnosno prije nego što dijete krene u školu i one uključuju jelo, oblačenje, udaranje nogama loptu, korišćenje makaza i hvataljki, i ove vještine su osnov za pristup školskom okruženju kako akademski tako i društveno (Bond, 2011). Rast i razvoj djece zauzima značajno mjesto u proučavanju cjelokupnog antropološkog statusa djece, kako sa gledišta biološke antropologije tako i sa gledišta medicinskih nauka, fiziologije, psihologije a posebno kineziologije (Bala,2009).…”

El diagnóstico temprano de niños y niñas con riesgo académico mediante un sistema de diagnóstico perceptual-motor: Estudio retrospectivo longitudinal de evidencias de su efectividad

“…Esta línea de estudio de predicción de posibles problemas escolares diagnosticados mediante aspectos perceptuales-motores ha mantenido su auge a lo largo del tiempo, prueba de ellos son los trabajos realizados a nivel internacional por Bond, 2011;Chang, Walker y GranthamMcGregor, 2010;Westendorp, Hartman, Houwen , Smith, y Visscher, 2011;Silliman y Berninger, 2011;Vuijk, Hartman, Mombarg, Scherder y Visscher 2011, quienes llegan a conclusiones similares a las establecidas por el sistema Peques. Por ello, el propósito del presente artículo es evidenciar la eficacia del sistema Peques como una herramienta útil para diagnosticar, de forma temprana, posibles dificultades que afectarían el rendimiento académico.…”