The effect of different intervention programmes on the self‐concept and motor proficiency of 7‐ to 9‐year‐old children with DCD

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Abstract
Background  The self‐concept of children is influenced by developmental co‐ordination disorder (DCD). The aim was to determine the most effective method in enhancing motor proficiency and self‐concept of 7‐ to 9‐year‐old children with DCD.Methods  Teachers at nine different schools identified 201 possible DCD candidates. The Movement Assessment Battery for Children identified 58 with DCD (36 boys and 22 girls). Self‐concept and anxiety were determined by the Tennessee Self‐Concept Scale (Child Form) and Child Anxiety Scale respectively. The children were randomly grouped into four experimental groups [motor intervention (MI), self‐concept (SC) enhancing intervention, psycho‐motor intervention (P‐MI) and a control group (CG)]. A two‐way analysis of variance (anova) with a group factor and a repeated measures over time followed by a Bonferroni post hoc analysis and separate one‐way anovas followed by a Tukey post hoc analysis were conducted to determine between‐group and within‐group differences at the pre‐, post‐ and re‐tests. Effect sizes (d) were calculated to determine the practical significance of statistical differences (P < 0.05).Results  After completion of the intervention programmes, no significant improvement in motor proficiency was found in the SC group, while the MI, P‐MI and CG groups improved significantly (P < 0.01). No further improvements were found after the retention period in all the groups. From the pre‐test to retest 2, the MI, P‐MI and CG improved (P < 0.01), while the SC showed lower (P > 0.05) motor proficiency. A tendency of lower anxiety (P > 0.05) was found in the SC, while the total self‐concept of the P‐MI showed the biggest improvement (P < 0.05).Conclusion  Motor proficiency and self‐concept of children with DCD benefit from intervention, but both should be addressed for optimal benefits.

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