Caçola Priscila, Romero Michael, Ibana Melvin, Chuang Jennifer
College of Nursing and Health Innovation, University of Texas at Arlington, USA.
College of Nursing and Health Innovation, University of Texas at Arlington, USA.
Disabil Health J. 2016 Jan;9(1):172-8. doi: 10.1016/j.dhjo.2015.07.007. Epub 2015 Aug 8.
Children with Developmental Coordination Disorder (DCD) have an increased risk for mental health difficulties.
The present pilot study aimed to determine whether distinct group intervention programs improved several psychological variables (anxiety; adequacy and predilection for physical activity; participation, preferences, and enjoyment for activities) and motor skills from the perspective of a child with DCD as well as parental perceptions of motor skills, rate of function, and strengths and difficulties.
Eleven children participated in Program A and thirteen in Program B. Both involved 10 sessions of 1 h each. Program A focused on task-oriented activities in a large group involving motor skill training and collaboration and cooperation among children, while Program B was composed of three groups with a direct goal-oriented approach for training of skills chosen by the children.
Results indicated that children improved motor skills after both programs, but showed distinct results in regards to other variables - after Program A, children showed higher anxiety and lower levels of enjoyment, even though parents detected an improvement in rate of function and a decrease in peer problems. With Program B, children decreased anxiety levels, and parents noted a higher control of movement of their children.
Regardless of the group approach, children were able to improve motor skills. However, it is possible that the differences between groups may have influenced parents' perception of their children's motor and psychological skills, as well as children's perception of anxiety.
患有发育性协调障碍（DCD）的儿童出现心理健康问题的风险增加。
本初步研究旨在从患有DCD的儿童的角度以及父母对运动技能、功能水平、优势和困难的认知出发，确定不同的小组干预计划是否能改善若干心理变量（焦虑；对体育活动的充足感和偏好；对活动的参与度、偏好和享受程度）以及运动技能。
11名儿童参加了A计划，13名儿童参加了B计划。两个计划均包括每次1小时的10节课程。A计划侧重于在大组中开展以任务为导向的活动，包括运动技能训练以及儿童之间的协作与合作，而B计划由三个小组组成，采用直接的目标导向方法来训练儿童选择的技能。
结果表明，两个计划实施后儿童的运动技能均有所提高，但在其他变量方面呈现出不同的结果——A计划实施后，儿童表现出更高的焦虑水平和更低的享受程度，尽管父母察觉到其功能水平有所提高且同伴问题有所减少。在B计划中，儿童的焦虑水平降低，父母注意到孩子的动作控制能力有所提高。
无论采用哪种小组方法，儿童都能够提高运动技能。然而，小组之间的差异可能影响了父母对孩子运动和心理技能的认知，以及孩子对焦虑的认知。
