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Background: Adolescents with Developmental Coordination Disorder (DCD) usually experience psychomotor difficulties that affect their participation in everyday tasks and sports. Without effective intervention, adolescents show persistent motor deficits through adulthood. It is therefore critical to develop interventions to address the specific needs of this population. Studies evaluating the impact of motor interventions among adolescents with DCD are limited.Aim: The study evaluated the efficacy of two activity-based motor interventions in female adolescents with DCD.Methods and Procedures: Forty-three female participants (Mean±SD: 14.3±1.1years) were identified as having DCD using the DSM-5 criteria. They were randomly assigned to either Task-oriented Functional Training (TFT) or Wii training. Both groups received 45min training per week for 14 weeks. Outcome measures included isometric muscular strength, motor proficiency, functional performance and participation in activities of daily living (ADL).Outcomes and Results: At the conclusion of the intervention, the two groups had significant improvement in muscular strength, motor proficiency, running and agility, predilection for physical activity and generalized self-efficacy. However, there was no difference in outcomes for the two interventions.Conclusions and Implications: The findings highlight the potential benefits of activity-based motor interventions in reducing impairments, improving functional performance, and enhancing participation. These results support previous findings on the efficacy of task-oriented interventions and demonstrate the value of these approaches at all levels of functioning. [ABSTRACT FROM AUTHOR]

To compare the effects of two Active Video Game (AVG) protocols on transfer of learning in children with and without Developmental Coordination Disorder (DCD). Fifty children, aged 6–10 years were randomly allocated to either group A or B. Children in group A participated in a set of Nintendo Wii ball games whereas group B played agility games (8 DCD and 17 typically developing children (TD) per group). Participants in each group practiced Wii games for 20 min twice a week for 10 weeks. All children also practiced ball and agility games in real-world settings, once per week. Both protocols yielded positive effects with the largest effect sizes shown on agility and balance items of the PERF-FIT and KTK tests. No interaction was found on learning real-world games and the virtual protocol, except for a Ping-Pong game. A significant interaction of time by protocol group indicated that the Ball group improved more on BOT-2-Upper-Limb Coordination than the Agility group. Importantly, children with DCD improved comparably with TD peers in virtual and real-world games. Independent of training protocol, both children with DCD and TD children performed better on trained and non-trained ball, balance and agility tasks after 10 weeks of training. • Active video games (AVGs) can be recommended as adjunct therapy for children with DCD. • Children with DCD performed better on trained and non-trained tasks after 10 weeks of AVG training. • Gains of performance in real world games are comparable in children with and without DCD. • Results do not indicate a skill learning deficit nor a transfer deficit in children with DCD • Transfer from a virtual environment to real-world contexts does seem very task-specific. [ABSTRACT FROM AUTHOR]

Background: Evidence on anaerobic power and sprinting performance of children with Developmental Coordination Disorder (DCD) is limited.Aims: The primary aim of this study was to investigate if the Children's Repetitive and Intermittent Sprinting Performance (CRISP) test could induce fatigue among participants. Secondly, the study examined the construct validity of the test in children with probable DCD (p-DCD) and typically developing (TD) peers.Methods and Procedures: The study was carried out in two phases. In phase 1, we compared performance of 25 children (7-12 years) on the CRISP test to their performance on the Muscle Power Sprint test (MPST). For phase 2, forty-six (n = 46) participants with p-DCD were matched with TD children (n = 46) on age, weight and sex. Anaerobic performance of participants was assessed using the CRISP test, 10 × 5 m sprints straight and slalom tests, side jumps, stepping on platform task and the ladder agility test.Outcomes and Results: Phase 1: The increase in running time on the CRISP test was greater than on the MPST, indicating that the CRISP test was more fatiguing than the MPST. Phase 2: Children with p-DCD had poorer anaerobic capacity (muscle power, muscle endurance) compared to their TD peers. However, fatigue was comparable between the two groups. The differences in performance between p-DCD and TD children were found to be greater for tests with more agility elements.Conclusions and Implications: The findings showed that CRISP test could induce fatigue in children. The CRISP test was also found to have positive construct (i.e. known-group) validity. The differences in muscle power and endurance between children with p-DCD and TD peers tend to widen when assessments are performed with tests having high agility components. [ABSTRACT FROM AUTHOR]

Background: Little is known about the influence of practice schedules on motor learning and skills transfer in children with and without developmental coordination disorder (DCD). Understanding how practice schedules affect motor learning is necessary for motor skills development and rehabilitation.Aims: The study investigated whether active video games (exergames) training delivered under variable practice led to better learning and transfer than repetitive practice.Methods and Procedures: 111 children aged 6-10 years (M=8.0, SD=1.0) with no active exergaming experience were randomized to receive exergames training delivered under variable (Variable Game Group (VGG), n=56) or repetitive practice schedule (Repetitive Game Group (RGG), n=55). Half the participants were identified as DCD using the DSM-5 criteria, while the rest were typically developing (TD), age-matched children. Both groups participated in two 20min sessions per week for 5 weeks.Outcomes and Results: Both participant groups (TD and DCD) improved equally well on game performance. There was no significant difference in positive transfer to balance tasks between practice schedules (Repetitive and Variable) and participant groups (TD and DCD).Conclusions and Implications: Children with and without DCD learn balance skills quite well when exposed to exergames. Gains in learning and transfer are similar regardless of the form of practice schedule employed.What This Paper Adds: This is the first paper to compare the effect of practice schedules on learning in children with DCD and those with typical development. No differences in motor learning were found between repetitive and variable practice schedules. When children with and without DCD spend the same amount of time on exergames, they do not show any differences in acquisition of motor skills. Transfer of motor skills is similar in children with and without DCD regardless of differences in practice schedules. [ABSTRACT FROM AUTHOR]