Graduate Program in Movement Sciences and Rehabilitation (PPGCMR), Center for Physical Education and Sports, Universidade Federal de Santa Maria, Santa Maria, Brazil.
Human Movement Sciences Graduate Program (PPGCMH), School of Physical Education, Physiotherapy, and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.
J Intellect Disabil Res. 2024 Aug;68(8):954-968. doi: 10.1111/jir.13140. Epub 2024 Apr 21.
Children with Down syndrome (DS) demonstrate poorer performance in locomotor and ball skills than children with typical development. During motor assessment, keeping children's attention and motivation is challenging, especially for children with DS, which may affect the test outcomes. This study aimed first to examine the impact of examiner and App-animation demonstrations during the assessment on the performance of fundamental motor skills, focus of attention and intrinsic motivation for children with DS and neurotypical development (NTD). The secondary aim was to examine the differences in those outcomes between children with DS and neurotypical development.
A sample of 24 children (10 with DS and 14 with NTD) aged between 3 and 10 years were subjected to two motor performance assessment protocols: a traditional protocol using the Gross Motor Development Test-3 (TGMD-3) and a protocol using animations from an application as support for TGMD-3 (AppP). The focus of attention was obtained from video recordings during protocol instruction (number of eye shifts, eye shift time, instruction focus time, number of instructions required and total instruction time). Intrinsic motivation was assessed by the Intrinsic Motivation Inventory (IMI) at the end of each protocol.
The results showed no significant differences between the protocols for locomotor skills, ball skills and gross motor index. However, children with NTD outperformed those with DS in these skills. When analysing the focus of attention, children with DS showed greater ocular deviations and longer instruction time requested in the traditional protocol compared with AppP, even when compared with NDT children. When comparing protocols in both groups, AppP demonstrated fewer ocular deviations and shorter ocular deviation times. Regarding intrinsic motivation, children with DS in the traditional protocol had lower motivation scores than those with NTD. Regarding the purchase of protocols, in both groups, the AppP presented higher scores for interest/pleasure, perceived competence and general motivation, with lower pressure/tension.
The animated application (AppP) proved effective as a visual support during the TGMD-3 assessment, particularly benefiting children with DS by enhancing motivation and attention.
唐氏综合征（DS）患儿的运动技能和球类技能表现不如典型发育的儿童。在运动评估中，保持儿童的注意力和积极性是具有挑战性的，尤其是对于 DS 患儿，这可能会影响测试结果。本研究旨在首先检查评估中评估者和应用程序动画演示对唐氏综合征和神经典型发育（NTD）儿童基本运动技能表现、注意力焦点和内在动机的影响。次要目的是检查 DS 患儿和神经典型发育儿童之间在这些结果上的差异。
对 24 名 3 至 10 岁儿童（10 名 DS 患儿和 14 名 NTD 患儿）进行了两种运动表现评估方案：一种是使用粗大运动发育测试-3（TGMD-3）的传统方案，另一种是使用应用程序动画作为 TGMD-3 支持的方案（AppP）。在方案指导过程中通过视频记录获得注意力焦点（眼球转移次数、眼球转移时间、指导焦点时间、所需指导次数和总指导时间）。在每个方案结束时，使用内在动机量表（IMI）评估内在动机。
结果显示，两种方案在运动技能和大运动指数方面无显著差异。然而，NTD 患儿在这些技能上优于 DS 患儿。在分析注意力焦点时，与 AppP 相比，DS 患儿在传统方案中表现出更大的眼球偏差和更长的指导时间需求，即使与 NDT 儿童相比也是如此。在比较两组方案时，AppP 表现出较少的眼球偏差和较短的眼球偏差时间。关于内在动机，在传统方案中，DS 患儿的得分低于 NTD 患儿。关于方案购买，在两组中，AppP 在兴趣/愉悦、感知能力和一般动机方面的得分较高，而压力/紧张程度较低。
动画应用程序（AppP）在 TGMD-3 评估中作为视觉支持是有效的，特别是通过提高 DS 患儿的积极性和注意力对其有益。
