A systematic review of randomized and case-controlled trials investigating the effectiveness of school-based motor skill interventions in 3- to 12-year-old children.
case-controlled trial
child
motor impairment
motor skill intervention
randomized control trial
school
systematic review
Journal
Child: care, health and development
ISSN: 1365-2214
Titre abrégé: Child Care Health Dev
Pays: England
ID NLM: 7602632
Informations de publication
Date de publication:
11 2019
11 2019
Historique:
received:
11
10
2018
revised:
18
05
2019
accepted:
23
06
2019
pubmed:
23
7
2019
medline:
11
8
2020
entrez:
23
7
2019
Statut:
ppublish
Résumé
Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.
Sections du résumé
BACKGROUND
Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old.
METHOD
Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool.
RESULTS
Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution.
CONCLUSIONS
Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Systematic Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
773-790Subventions
Organisme : Medical Research Council
ID : MC_PC_17210
Pays : United Kingdom
Organisme : Department of Health
Pays : United Kingdom
Informations de copyright
© 2019 John Wiley & Sons Ltd.
Références
Africa, E. K., & van Deventer, K. J. (2017). A motor-skills programme to enhance visual motor integration of selected pre-school learners. Early Child Development and Care, 187(12), 1960-1970. https://doi.org/10.1080/03004430.2016.1201478
Altunsöz, I. H., & Goodway, J. D. (2016). SKIPing to motor competence: The influence of project successful kinesthetic instruction for preschoolers on motor competence of disadvantaged preschoolers. Physical Education and Sport Pedagogy, 21(4), 366-385. doi.org/10.1080/17408989.2015.1017453
Amador-Ruiz, S., Gutierrez, D., Martínez-Vizcaíno, V., Gulías-González, R., Pardo-Guijarro, M. J., & Sánchez-López, M. (2018). Motor Competence Levels and Prevalence of Developmental Coordination Disorder in Spanish Children: The MOVI-KIDS Study. Journal of School Health, 88(7), 538-546. https://doi.org/10.1111/josh.12639
Amundson, S. J. (1995). Evaluation Tool of Children's Handwriting. Homer, AK: O.T. Kids, Inc.
Axford, C., Joosten, A. V., & Harris, C. (2018). iPad applications that required a range of motor skills promoted motor coordination in children commencing primary school. Australian Occupational Therapy Journal, 65(2), 146-155. https://doi.org/10.1111/1440-1630.12450
Bardid, F., Deconinck, F. J., Descamps, S., Verhoeven, L., De Pooter, G., Lenoir, M., & D'Hondt, E. (2013). The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context. Research in Developmental Disabilities, 34(12), 4571-4581. https://doi.org/10.1016/j.ridd.2013.09.035
Beery, K. E., & Beery, N. A. (2004). The Beery-Buktenica Developmental Test of Visual-Motor Integration: Administration, scoring, and teaching manual (5th ed.). Minneapolis, MN: NCS Pearson.
Bellows, L. L., Davies, P. L., Anderson, J., & Kennedy, C. (2013). Effectiveness of a physical activity intervention for Head Start preschoolers: A randomized intervention study. American Journal of Occupational Therapy, 67(1), 28-36. https://doi.org/10.5014/ajot.2013.005777
Bellows, L. L., Davies, P. L., Courtney, J. B., Gavin, W. J., Johnson, S. L., & Boles, R. E. (2017). Motor skill development in low-income, at-risk preschoolers: A community-based longitudinal intervention study. Journal of Science and Medicine in Sport, 20, 997-1002. https://doi.org/10.1016/j.jsams.2017.04.003
Berninger, V. W. (2007). PAL-II: Process Assessment of the Learner: Diagnostic Assessment for Reading and Writing. Pearson: Administration and Scoring Manual for Reading and Writing.
Bhatia, P., Davis, A., & Shamas-Brandt, E. (2015). Educational gymnastics: The effectiveness of Montessori practical life activities in developing fine motor skills in kindergartners. Early Education and Development, 26, 594-607. https://doi.org/10.1080/10409289.2015.995454
Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., … Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242-285. https://doi.org/10.1111/dmcn.14132
Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). SKIPing with Head Start teachers: Influence of T-SKIP on object-control skills. Research Quarterly for Exercise and Sport, 88(4), 479-491. https://doi.org/10.1080/02701367.2017.1375077
Bruininks, R. H., & Bruininks, B. D. (2005). The Bruininks-Oseretsky test of motor proficiency, 2nd edition: Manual. Circle Pines, MN: AGS Publishing.
Bürgi, F., Meyer, U., Granacher, U., Schindler, C., Marques-VIdal, P., Kriemler, S., & Puder, J. J. (2011). Relationship of physical activity with motor skills, aerobic fitness and body fat in preschool children: A cross-sectional and longitudinal study (Ballabeina). International Journal of Obesity, 35(7), 937-944. https://doi.org/10.1038/ijo.2011.54
Camden, C., Wilson, B., Kirby, A., Sugden, D., & Missiuna, C. (2015). Best practice principles for management of children with developmental coordination disorder (DCD): Results of a scoping review. Child: Care, Health and Development, 41(1), 147-159. https://doi.org/10.1111/cch.12128
Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to children's school performance and academic achievement? Child Development Perspectives, 10(2), 93-98. https://doi.org/10.1111/cdep.12168
Case-Smith, J., Holland, T., & White, S. (2014). Effectiveness of a co-taught handwriting program for first grade students. Physical & Occupational Therapy in Pediatrics, 34(1), 30-43. https://doi.org/10.3109/01942638.2013.783898
Case-Smith, J., Weaver, L., & Holland, T. (2014). Effects of a classroom-embedded occupational therapist-teacher handwriting program for first-grade students. American Journal of Occupational Therapy, 68(6), 690-698. https://doi.org/10.5014/ajot.2014.011585
Chang, S. H., & Yu, N. Y. (2014). The effect of computer-assisted therapeutic practice for children with handwriting deficit: A comparison with the effect of the traditional sensorimotor approach. Research in Developmental Disabilities, 35(7), 1648-1657. https://doi.org/10.1016/j.ridd.2014.03.024
Chow, A. F., Leis, A., Humbert, L., Muhajarine, N., & Engler-Stringer, R. (2016). Healthy Start-Départ Santé: A pilot study of a multilevel intervention to increase physical activity, fundamental movement skills and healthy eating in rural childcare centres. Canadian Journal of Public Health, 107(3), 312-318. https://doi.org/10.17269/cjph.107.5279
De Milander, M., Coetzee, F. F., & Venter, A. (2016a). Prevalence and effect of developmental coordination disorder on learning-related skills of South African grade one children. South African Journal for Research in Sport, Physical Education and Recreation, 38(2), 49-62.
De Milander, M., Coetzee, F. F., & Venter, A. (2016b). Teachers' ability to identify children with developmental coordination disorder. African Journal for Physical Activity and Health Sciences, 22(4: 1), 990-1005.
Donath, L., Faude, O., Hagmann, S., Roth, R., & Zahner, L. (2015). Fundamental movement skills in preschoolers: A randomized controlled trial targeting object control proficiency. Child: Care, Health and Development, 41(6), 1179-1187. https://doi.org/10.1111/cch.12232
Donica, D. K. (2015). Handwriting Without Tears (®): General education effectiveness through a consultative approach. The American Journal of Occupational Therapy, 69(6), 690-698. https://doi.org/10.5014/ajot.2015.018366
Erez, N., & Parush, S. (1999). The Hebrew handwriting evaluation. School of Occupational Therapy. Faculty of Medicine: Hebrew University of Jerusalem, Israel.
Favazza, P. C., Siperstein, G. N., Zeisel, S. A., Odom, S. L., Sideris, J. H., & Moskowitz, A. L. (2013). Young athletes program: Impact on motor development. Adapted Physical Activity Quarterly, 30(3), 235-253. https://doi.org/10.1123/apaq.30.3.235
Folio, M., & Fewell, R. F. (2000). Peabody Developmental Motor Scales - Second Edition. Austin: Pro-ed.
Foulkes, J. D., Knowles, Z., Fairclough, S. J., Stratton, G., O'Dwyer, M., Ridgers, N. D., & Foweather, L. (2017). Effect of a 6-week active play intervention on fundamental movement skill competence of preschool children: A cluster randomized controlled trial. Perceptual and Motor Skills, 124(2), 393-412. https://doi.org/10.1177/0031512516685200
Giles, O. T., Shire, K. A., Hill, L. J., Mushtaq, F., Waterman, A., Holt, R. J., … Mon-Williams, M. (2018). Hitting the target: Mathematical attainment in children is related to interceptive-timing ability. Psychological science, 29(8), 1334-1345. https://doi.org/10.1177/0956797618772502
Green, D., & Baird, G. (2005). DCD and overlapping conditions. In D. Sugden, & M. Chambers (Eds.), Children with Developmental Coordination Disorder (pp. 93-118). London, UK: Whurr Publications.
Hamilton, M., & Liu, T. (2017). The effects of an intervention on the gross and fine motor skills of Hispanic pre-K children from low SES backgrounds. Early Childhood Education Journal, 46(2), 1-8. https://doi.org/10.1007/s10643-017-0845-y
Harrowell, I., Hollén, L., Lingam, R., & Emond, A. (2018). The impact of developmental coordination disorder on educational achievement in secondary school. Research in Developmental Disabilities, 72, 13-22. https://doi.org/10.1016/j.ridd.2017.10.014
Health Education England (2017). An Investigation into the Occupational Therapy Workforce in London. https://www.rcot.co.uk/news/new-report
Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement Assessment Battery for Children (Second ed.). London: Pearson.
Higgins & Green, (2011). Cochrane Handbook for Systematic Reviews of Interventions. Retrieved from: http://handbook.cochrane.org/.
Higgins, J. P., Altman, D. G., Gøtzsche, P. C., Jüni, P., Moher, D., Oxman, A. D., … Sterne, J. A. (2011). The Cochrane Collaboration's tool for assessing risk of bias in randomised trials. British Medical Journal, 343, d5928. https://doi.org/10.1136/bmj.d5928
Hung, L., Chang, Y. W., Chen, S. F., Chen, C. S., & Lee, Y. D. (2003). Elementary read/write test. Taipei, Taiwan: Psychological Co.
Hutton, E., & Soan, S. (2017). Lessons learned from introducing universal strategies designed to support the motor and functional skills of Reception and Year 1 children in a sample of primary schools in South East England. Education 3-13, 45(1), 83-103. https://doi.org/10.1080/03004279.2015.1048270
Information Services Division Scotland (2018). Allied Health Professionals - Musculoskeletal Waiting Times in NHS Scotland. https://www.isdscotland.org/Health-Topics/Waiting-Times/Publications/2018-06-19/2018-06-19-AHPMSK-Summary.pdf
Johnstone, A., Hughes, A. R., Janssen, X., & Reilly, J. J. (2017). Pragmatic evaluation of the Go2Play Active Play intervention on physical activity and fundamental movement skills in children. Preventive Medicine Reports, 7, 58-63. https://doi.org/10.1016/j.pmedr.2017.05.002
Joshi, D., Missiuna, C., Hanna, S., Hay, J., Faught, B. E., & Cairney, J. (2015). Relationship between BMI, waist circumference, physical activity and probable developmental coordination disorder over time. Human Movement Science, 40, 237-247. https://doi.org/10.1016/j.humov.2014.12.011
Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Campbell, W. (2018). A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development, 44(5), 670-688. https://doi.org/10.1111/cch.12576
Kwan, M. Y., King-Dowling, S., Hay, J. A., Faught, B. E., & Cairney, J. (2016). Longitudinal examination of objectively-measured physical activity and sedentary time among children with and without significant movement impairments. Human Movement Science, 47, 159-165. https://doi.org/10.1016/j.humov.2016.03.004
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS medicine, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
Lifshitz, N., & Har-Zvi, S. (2015). A comparison between students who receive and who do not receive a writing readiness interventions on handwriting quality, speed and positive reactions. Early Childhood Education Journal, 43(1), 47-55. https://doi.org/10.1007/s10643-013-0629-y
Lin, V., Zhang, X., & Dixon, P. (2015). Occupational therapy workforce in the United States: Forecasting nationwide shortages. PM&R, 7(9), 946-954. https://doi.org/10.1016/j.pmrj.2015.02.012
Lingam, R., Jongmans, M. J., Ellis, M., Hunt, L. P., Golding, J., & Emond, A. (2012). Mental health difficulties in children with developmental coordination disorder. Pediatrics, 129(4), e882-e891. https://doi.org/10.1542/peds.2011-1556
Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., & Robinson, L. E. (2018). Fundamentalmotor skills: A systematic review of terminology. Journal of sports sciences, 36(7), 781-796. https://doi.org/10.1080/02640414.2017.1340660
McGrew, K. S., & Woodcock, R. W. (2001). Technical manual. Woodcock-Johnson III. Itasca, IL: Riverside.
Milone, M. (2007). Test of Handwriting Skills revised manual. Novato, CA: Academic Therapy Publications.
Missiuna, C., Pollock, N., Campbell, W., DeCola, C., Hecimovich, C., Sahagian Whalen, S., … McCauley, D. (2017). Using an innovative model of service delivery to identify children who are struggling in school. British Journal of Occupational Therapy, 80(3), 145-154. https://doi.org/10.1177/0308022616679852
Miyahara, M., Hillier, S. L., Pridham, L., & Nakagawa, S. (2017). Task-oriented interventions for children with developmental co-ordination disorder. The Cochrane Database of Systematic Reviews, 7, CD010914. https://doi.org/10.1002/14651858.CD010914.pub2
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Med, 6(6), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Novak, C., Lingam, R., Coad, J., & Emond, A. (2012). ‘Providing more scaffolding': Parenting a child with developmental co-ordination disorder, a hidden disability. Child: Care, Health and Development, 38(6), 829-835. https://doi.org/10.1111/j.1365-2214.2011.01302.x
Ohl, A. M., Graze, H., Weber, K., Kenny, S., Salvatore, C., & Wagreich, S. (2013). Effectiveness of a 10-week tier-1 response to intervention program in improving fine motor and visual-motor skills in general education kindergarten students. American Journal of Occupational Therapy, 67(5), 507-514. https://doi.org/10.5014/ajot.2013.008110
Pentland, J., Maciver, D., Owen, C., Forsyth, K., Irvine, L., Walsh, M., & Crowe, M. (2016). Services for children with developmental co-ordination disorder: An evaluation against best practice principles. Disability and Rehabilitation, 38(3), 299-306. https://doi.org/10.3109/09638288.2015.1037464
Preston, N., Magallón, S., Hill, L. J., Andrews, E., Ahern, S. M., & Mon-Williams, M. (2017). A systematic review of high quality randomized controlled trials investigating motor skill programmes for children with developmental coordination disorder. Clinical Rehabilitation, 31(7), 857-870. https://doi.org/10.1177/0269215516661014
Rajović, R., Berić, D., Bratić, M., Živković, M., & Stojiljković, N. (2016). Effects of an “NTC” exercise program on the development of motor skills in preschool children. Physical Education and Sport, 14(3), 315-329. https://doi.org/10.22190/FUPES1603315R
Reisman, J. (1999). Minnesota Handwriting Assessment. TX: Psychological Corporation.
Rivilis, I., Hay, J., Cairney, J., Klentrou, P., Liu, J., & Faught, B. E. (2011). Physical activity and fitness in children with developmental coordination disorder: A systematic review. Research in developmental disabilities, 32(3), 894-910. https://doi.org/10.1016/j.ridd.2011.01.017
Roberts, G., Derkach-Ferguson, A., Siever, J. & Rose, M. (2014). An examination of the effectiveness of Handwriting Without Tears(R) instruction. Canadian Journal of Occupational Therapy, 81, 102-13. doi.org/10.1177/0008417414527065
Robinson, L. E., Palmer, K. K., & Bub, K. L. (2016). Effect of the children's health activity motor program on motor skills and self-regulation in head start preschoolers: An efficacy trial. Frontiers in Public Health, 4, 173. https://doi.org/10.3389/fpubh.2016.00173
Schneck, C. M., & Henderson, A. (1990). Descriptive analysis of the developmental progression of grip position for pencil and crayon control in nondysfunctional children. American Journal of Occupational Therapy, 44(10), 893-900. https://doi.org/10.5014/ajot.44.10.893
Shore, L. (2003). Shore handwriting screening for early handwriting development: Examiner's manual. Chaska, MN: Harcourt Assessment, Inc.
Smits-Engelsman, B., Vinçon, S., Blank, R., Quadrado, V. H., Polatajko, H., & Wilson, P. H. (2018). Evaluating the evidence for motor-based interventions in developmental coordination disorder: A systematic review and meta-analysis. Research in Developmental Disabilities, 74, 72-102. https://doi.org/10.1016/j.ridd.2018.01.002
Smits-Engelsman, B. C., Blank, R., van der Kaay, A. C. C., Mosterd-van der Meijs, R., Vlugt-van den Brand, E., Polatajko, H. J., & Wilson, P. H. (2013). Efficacy of interventions to improve motor performance in children with developmental coordination disorder: A combined systematic review and meta-analysis. Developmental Medicine and Child Neurology, 55(3), 229-237. https://doi.org/10.1111/dmcn.12008
Soriano, C. A., Hill, E. L., & Crane, L. (2015). Surveying parental experiences of receiving a diagnosis of developmental coordination disorder (DCD). Research in Developmental Disabilities, 43, 11-20. https://doi.org/10.1016/j.ridd.2015.06.001
Sparrow, S. S., Cicchetti, D. V., & Baila, D. A. (2005). Vineland II: A revision of the vineland adaptive behavior scales: I. Survey/caregiverform (2nd ed.). Circle Pines, Minnesota: American Guidance Service.
Ulrich, D. A. (2000). Test of Gross Motor Development (2nd ed.). Austin, TX: PRO-ED.
Wilson, A. L., & Harris, S. R. (2018). Collaborative occupational therapy: Teachers' impressions of the Partnering for Change (P4C) model. Physical & Occupational Therapy in Pediatrics, 38(2), 130-142. https://doi.org/10.1080/01942638.2017.1297988
Wilson, P. H., Adams, I. L. J., Caeyenberghs, K., Thomas, P., Smits-Engelsman, B., & Steenbergen, B. (2016). Motor imagery training enhances motor skill in children with DCD: A replication study. Research in Developmental Disabilities, 57, 54-62. https://doi.org/10.1016/j.ridd.2016.06.014
Wolf, B., Abbott, R. D., & Berninger, V. W. (2017). Effective beginning handwriting instruction: Multi-modal, consistent format for 2 years, and linked to spelling and composing. Reading and Writing, 30, 299-317. https://doi.org/10.1007/s11145-016-9674-4
World Health Organization (2013). How to use the ICF: A practical manual for using the International Classification of Functioning, Disability and Health (ICF). In Exposure draft for comment. Geneva: WHO.
Yu, J. J., Sit, C. H. P., & Burnett, A. F. (2018). Motor skill interventions in children with Developmental Coordination Disorder: A systematic review and meta-analysis. Archives of Physical Medicine and Rehabilitation, 99, 2076-2099. https://doi.org/10.1016/j.apmr.2017.12.009
Zwicker, J. G., Harris, S. R., & Klassen, A. F. (2013). Quality of life domains affected in children with developmental coordination disorder: A systematic review. Child: Care, Health and Development, 39(4), 562-580. https://doi.org/10.1111/j.1365-2214.2012.01379.x