Smart Moves – A PE based approach for Children with Dyspraxia/Developmental

Co-ordination Disorder

The Importance of Physical Activity for Children with Dyspraxia/DCD

Fundamental movement skills and sports skills are important to children as they develop, for these skills and movements form the basis for more complex skills to be developed later. These more complex skills are the movements used to participate in leisure and recreational activities, and which lead to a healthy and active life. Being part of a process where physical skills are seen to improve and enhance individual’s self-worth as well as offering opportunities for people to interact within a wider community.

(Wright & Sugden 1999 Intro)

Numerous studies have examined the social, emotional and behavioural problems associated with motor co-ordination difficulties in children. This has led to a growing body of evidence that these children are at risk of withdrawing from physical activities, resulting in a further impairment of motor skills and a negative impact on physical fitness, health and well-being.

The importance of fitness to our general health and well-being is well acknowledged, with increasing concern about lack of exercise and diet. From childhood, children with Dyspraxia/DCD are noted to be less fit and physically competent than co-ordinated children. Inefficient patterns of movement and mechanical inefficiency can require higher demands of physical energy. As a consequence children with Dyspraxia/DCD can fatigue much earlier than their more co-ordinated peers (O’Beirne, Larkin & Cable 1994). Therefore, it is likely that the early fatigue and associated low levels of fitness, contribute to discomfort and lower levels of exercise tolerance (Cermak & Larkin 2002).

The results of poor co-ordination and the accompanying feelings of inadequacy are constantly reinforced in school, particularly in Physical Education and Games, where the extent of the child’s difficulties becomes most apparent and observable. Failures in education, as well as active games and sports are not uncommon. While many children have their first significant failure in life on the sports field, the disappointment is not usually longstanding (Douillard 1995). However, for children with Dyspraxia/DCD sports failures are frequent, pervasive and enduring (Fitzpatrick & Watkinson 2003). Whilst most children look forward to PE and games, children with Dyspraxia/DCD may plan to avoid such situations. This apparent ruse often displayed by children with Dyspraxia/DCD, has implications for the teacher who wants to help. The teacher may endeavour to improve the child’s proficiency by maximising opportunities for increased participation and interaction. However, the Dyspraxia/DCD child may not wish to be exposed further to their perceived lack of skills. Some teachers may also not recognise the problem as the child may be quite accomplished at concealing it. This may be interpreted as the child being unmotivated (Fitzpatrick & Watkinson 2003).

Using PE as an Approach to Support Children with Dyspraxia/DCD

The prevalence of Dyspraxia/DCD therefore suggests that there is potentially a child with Dyspraxia/DCD in every class. However, getting the balance between meeting the needs of the children through a differentiated programme and fulfilling the demands of the educational curriculum is frequently a challenge. Teachers need readily available tools that are meaningful in order to support the children. There are programmes available, but by and large they tend to be ‘therapy’ based in terms of approach and terminology used. Many programmes may be difficult to sustain due to a number of factors such as lack of additional physical resources to carry them out, or that the activities have little relation to the schemes of work being covered.

Smart Moves has been devised by a Children’s Occupational Therapist, its content has been driven by the desire to offer a more integrated approach for children with Dyspraxia/DCD, which would be contextual and accessible for teachers. Whilst the content had been trialled in its early stages within school settings, a focus group of educational professionals were drafted to comment on the content and applicability in the final stages of its development. The content is based on child development and set within the context of the PE curriculum.

Aims

Smart Moves has three main aims:

• To assist in the early identification of children with motor co-ordination difficulties through a series of tasks based on the PE curriculum.
• To provide an extensive range of activities-related aspects of the PE curriculum areas. These activities can be differentiated according to the ability of the child, allowing the children to develop key physical skills at their own pace.
• To provide a flexible means of ongoing evaluation and monitoring, tailored to each individual child.

Benefits

• It provides an individualised profile of movement ability for each child
• It facilitates regular monitoring of achievement
• It provides activities which a non-specialist would be able to relate to and implement
• It provides activities which can be adapted even to a small environment, using non-specialist equipment
• It is capable of being incorporated into Individual Education Plans
• It actively involves the child in the evaluation of their achievement
• It promotes self-esteem through fun activities in a safe learning environment
• It facilitates language development and communication skills