Strategies to Accommodate Children with Developmental Coordination Disorder in Physical Education Lessons

Abstract

Developmental coordination disorder (DCD) affects 2–7 percent of school-age children and is characterized by low motor proficiency associated with poor balance, coordination and handwriting skills. Because of their motor difficulties, children with DCD suffer from anxiety, low self-esteem and are often less sociable than typically developing children. As a consequence, these children tend to have reduced motivation for participation in physical activity and reduced opportunities for the development of motor skills and fitness. They also report lower enjoyment of physical education (PE) classes, as a result of not experiencing success in this environment and not feeling included or up to the tasks proposed by PE lessons. Therefore, the purpose of this article is to outline five strategies (group instruction, cues for learning, goal setting and routines, product-based approach, and constraints) that aid PE teachers in instructing and accommodating children with DCD in enhanced classes, ensuring their participation and success. These strategies can possibly change the views and motivation toward motor skill learning and physical activity of children with DCD.