University of Calgary.
University of Alberta.
Adapt Phys Activ Q. 2020 Jun 30;37(4):385-403. doi: 10.1123/apaq.2019-0193. Print 2020 Oct 1.
Children with developmental coordination disorder (DCD) may experience stress in physical activity contexts due to emphasis on their poor motor skills. The purpose of this study was to explore the lived experiences of children at risk for DCD in physical education in order to develop a deeper understanding about what they experience as stress and how they cope with it. Using interpretative phenomenological analysis, six children in Grades 4-6 participated in two semistructured interviews. A motivational (and developmental) stress and coping theory informed interpretation of the three themes that described the children's experiences: (a) they hurt me-psychological and physical harm sustained from peers, (b) it's hard for me-difficulties encountered in activities, and (c) I have to-pressure to meet the teacher's demands. Although the children at risk for DCD were confronted with various stressors in physical education, they coped more adaptively when social support was provided.
发展性协调障碍（DCD）儿童由于运动技能较差，可能会在体育活动中感到压力。本研究旨在探讨有发展性协调障碍风险的儿童在体育教育中的生活体验，以便更深入地了解他们所经历的压力以及他们如何应对压力。本研究采用解释性现象学分析方法，邀请了 6 名 4-6 年级的儿童参加了两次半结构化访谈。三个主题描述了儿童的体验：（a）他们伤害了我——从同龄人那里受到的心理和身体伤害；（b）我很困难——活动中遇到的困难；（c）我必须——满足教师要求的压力。动机（和发展）压力和应对理论解释了儿童的体验：虽然有发展性协调障碍风险的儿童在体育课上面临着各种压力源，但当提供社会支持时，他们的应对方式更加适应。
