School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children

Introduction: A mere 33% of all children meet the recommended minimum physical activity guidelines for adequate health maintenance. Available literature however suggests children are more likely to be active when they are competent with their own motor ability. This review aimed to evaluate how seve...

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Autor principal:	Colby J. C. Bryce
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Pediatrics RJ1-570
Acceso en línea:	https://doaj.org/article/07ce49490e1d490c8769925e377f380d
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spelling	oai:doaj.org-article:07ce49490e1d490c8769925e377f380d2021-11-23T23:04:05ZSchool Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children2333-794X10.1177/2333794X211057707https://doaj.org/article/07ce49490e1d490c8769925e377f380d2021-11-01T00:00:00Zhttps://doi.org/10.1177/2333794X211057707https://doaj.org/toc/2333-794XIntroduction: A mere 33% of all children meet the recommended minimum physical activity guidelines for adequate health maintenance. Available literature however suggests children are more likely to be active when they are competent with their own motor ability. This review aimed to evaluate how several regimented motor skills training courses and interventions improve motor skill competence among children compared with age matched control peers. Method: Electronic databases were searched and included Medline Complete and Psych INFO (both hosted by EBSCO Host). The search syntax examined titles and abstracts. The study aimed to create novelty by examining participants with and without developmental delays simultaneously from studies around the globe. Included interventions were aimed at the most crucial developmental years for children (between 3 and 11 years). Results: Results were found in favor of the motor skill intervention groups (from pre-to post-test). Included interventions involved weekly motor skills exposure of 60 to 120 minutes for periods of between 2 and 6 months. Over 50% of included interventions involved alterations to current school curriculums. The included studies were of moderate to high quality. Conclusion: The findings suggest that for those with and without developmental delays, several interventions can be effectively applied in once weekly 60-minute sessions (over eight or more weeks) to improve children’s motor skill abilities. Applying appropriate difficulty to interventions seems equally influential. Implications are discussed.Colby J. C. BryceSAGE PublishingarticlePediatricsRJ1-570ENGlobal Pediatric Health, Vol 8 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Pediatrics RJ1-570
spellingShingle	Pediatrics RJ1-570 Colby J. C. Bryce School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
description	Introduction: A mere 33% of all children meet the recommended minimum physical activity guidelines for adequate health maintenance. Available literature however suggests children are more likely to be active when they are competent with their own motor ability. This review aimed to evaluate how several regimented motor skills training courses and interventions improve motor skill competence among children compared with age matched control peers. Method: Electronic databases were searched and included Medline Complete and Psych INFO (both hosted by EBSCO Host). The search syntax examined titles and abstracts. The study aimed to create novelty by examining participants with and without developmental delays simultaneously from studies around the globe. Included interventions were aimed at the most crucial developmental years for children (between 3 and 11 years). Results: Results were found in favor of the motor skill intervention groups (from pre-to post-test). Included interventions involved weekly motor skills exposure of 60 to 120 minutes for periods of between 2 and 6 months. Over 50% of included interventions involved alterations to current school curriculums. The included studies were of moderate to high quality. Conclusion: The findings suggest that for those with and without developmental delays, several interventions can be effectively applied in once weekly 60-minute sessions (over eight or more weeks) to improve children’s motor skill abilities. Applying appropriate difficulty to interventions seems equally influential. Implications are discussed.
format	article
author	Colby J. C. Bryce
author_facet	Colby J. C. Bryce
author_sort	Colby J. C. Bryce
title	School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
title_short	School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
title_full	School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
title_fullStr	School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
title_full_unstemmed	School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children
title_sort	school based motor skill interventions for developmentally delayed and non-delayed children
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/07ce49490e1d490c8769925e377f380d
work_keys_str_mv	AT colbyjcbryce schoolbasedmotorskillinterventionsfordevelopmentallydelayedandnondelayedchildren
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School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children

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