DIFFICULTIES IN CHILDREN Anna Barnett Everyday movement skills - - PowerPoint PPT Presentation

UNDERSTANDING MOVEMENT DIFFICULTIES IN CHILDREN

Anna Barnett

Everyday movement skills

Everyday movement skills

Development of movement skills

Learning new skills

Developmental Coordination Disorder (DCD)

American Psychiatric Association (APA, 2013) World Health Organisation (WHO, 1992)

• Using standardised tests
• Examining tasks in the lab
• Listening to children & parents

Understanding movement difficulties by:

• Using standardised tests

Standardised Tests

Henderson, S.E., Sugden, D.A. & Barnett, A.L. (2007). Movement Assessment Battery for Children-2. 2nd Ed. (Movement ABC-2) Test & Checklist. Examiner’s manual. London: Harcourt Assessment.

Movement ABC-2 tasks

Profile of test performance

2 4 6 8 10 12 1 2 3 4 5 6 7 8 Standard Score Movement ABC-2 Tasks

Movement ABC Worldwide

Chow, S.M.K., Hsu, Y., Henderson, S.E., Barnett, A.L. & Lo, S.K. (2006). The Movement Assessment Battery for Children: A within-culture and cross-cultural comparison of preschool children from Hong Kong, Taiwan, and the USA. Adapted Physical Activity Quarterly, 23, 31-48.

Standardised Tests

Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). London: Harcourt Assessment. Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2010). The Detailed Assessment of Speed of Handwriting 17+ (DASH 17+). London: Pearson Assessment.

DASH Tasks

Barnett, A., Henderson, S.E., Scheib, B. & Schultz, J. (2007). The Detailed Assessment of Speed of Handwriting (DASH). London: Harcourt Assessment.

Detailed Assessment of Speed of Handwriting

2 4 6 8 10 12 Copy Best Copy Fast Alphabet writing Free writing Standard Score DASH tasks DCD TD

Prunty, M., Barnett, A.L., Wilmut, K., & Plumb, M. (2013) Handwriting Speed in Children with Developmental Coordination Disorder: Are They Really Slower? Research in Developmental Disabilities, 34(9), 2927-2936

• Using standardised tests
• Examining tasks in the lab
• Listening to children & parents

Understanding movement difficulties by:

• Examining tasks in the lab

Examining tasks in the lab

Oxford Gait Lab

Oxford Gait Lab

Foot placement & body movement

Measures Step length ratio Step width ratio Double support (%) Stride time (seconds) Anterior-Posterior velocity (ms-1) Vertical velocity (ms-1) Adults with DCD

Variability of movement

DCD TD p Step length ratio SD .03 .02 .02 Step width ratio SD .11 .09 .01 Double support SD (%) 1.29 1.01 <.001 Stride time SD (seconds) .02 .01 .03 Anterior-Posterior velocity (ms-1) SD .07 .05 .007 Vertical velocity (ms-1) SD .03 .02 .004 Foot placement & body movement in adults with DCD

SD – Standard Deviation, a measure of variability

Navigating Apertures

Navigating Apertures

Navigating apertures - adults

10 20 30 40 50 60 0.9 1.1 1.3 1.5 1.7 1.9 2.1 DCD TD

Lateral body movement (mm)

Shoulder: Aperture Ratio

Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Navigating apertures - adults

0.1 0.2 0.3 0.4 0.5 0.6 0.9 1.1 1.3 1.5 1.7 1.9 2.1 Shoulder: Aperture Ratio DCD TD

Reduction in Speed (mm-1)

Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Navigating apertures - adults

20 40 60 80 100 0.9 1.1 1.3 1.5 1.7 1.9 2.1 Shoulder: Aperture Ratio DCD TD

Angle at the aperture (degrees)

Wilmut, K., Du, W., & Barnett, A.L. (2015) How do I fit through that gap? Navigation through apertures in adults with Developmental Coordination Disorder. PLoS ONE

Examining tasks in the lab

Handwriting

Time spent pausing (%)

10 20 30 40 50 60 Copy Best Copy Fast Alphabet writing Free writing DASH tasks DCD TD

Prunty, M., Barnett, A.L., Wilmut, K., & Plumb, M. (2013) Handwriting Speed in Children with Developmental Coordination Disorder: Are They Really Slower? Research in Developmental Disabilities, 34(9), 2927-2936

• Using standardised tests
• Examining tasks in the lab
• Listening to children & parents

Understanding movement difficulties by:

• Listening to children & parents

Listening to children with DCD

Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

• Eight boys with DCD aged 13-15 years
• Low levels of physical activity
• Child & parent interviews
• Explore possible constraints to being

physically active

• Internal & external factors (physical & social)

Motor difficulties

C3: with DCD you think I’m not very good, I can’t do this C4: to be honest I can’t run at all P1: his coordination skills and his ball skills aren’t good enough for team games P4: Football he can’t do because of his difficulties with coordination . . . he is very slow in running P5: he hasn’t really got the coordination, he can’t get a smooth running stride P6: he hasn’t got the speed, he hasn’t got the control of the ball

Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

Motivation

Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

• Children: Wanted to participate, enjoyed

some activities

• Parents: Keen to find appropriate activities,

worked hard to increase participation

External factors - peers

P3: When he was in a rugby match they broke his glasses and that type of thing P2: he finds it difficult if somebody will take the mickey

• ut of him

P8: He’ll never ride a bike. . . . we bought him a tricycle . . . it cost us a fortune and it was fantastic cos we could go places . . . cycling to school and then somebody took the mickey out of him and he wouldn’t go on it again

Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

External factors - teachers

C3: I have had some really bad experiences with PE . . the teacher can get frustrated quite easily C4: they were like screaming at me and saying ‘run properly boy’ . . . I just don’t like to be yelled at to do stuff I’m not very good at anyway P1: the staff haven’t really helped him along on the PE side at all . . . we actually made a formal complaint to the school. A new teacher proceeded to completely belittle him in the gym session, called him rubbish at catching . . . he was absolutely devastated by it

Barnett, A.L., Dawes, H. & Wilmut, K. (2012). Constraints and facilitators to participation in physical activity in teenagers with DCD: an exploratory interview study. Child: care, health and development, 39(3), 393-403.

• Using standardised tests
• Examining tasks in the lab
• Listening to children & parents

Understanding movement difficulties by:

Disseminating Information

www.movementmattersuk.org www.nha-handwriting.org.uk

Acknowledgements

Colleagues & collaborators Study participants Students Family

Thank you for listening!

abarnett@brookes.ac.uk

www.psychology.brookes.ac.uk/research/perception-and-motion-analysis

PuMA Lab

Perception ion An And Mot Motion ion Ana Analys ysis