The relationship between sports teacher report, motor performance and perceived self-efficacy of children with developmental coordination disorders

Abstract

Background: Children with developmental coordination disorders (DCD) express fine and gross motor problems, reduced fitness, and low self-efficacy. Yet, the relationship between these characteristics as expressed in daily environments including school, is not well understood. The aim of this study is to examine the relationships between sports activity performance as reported by the sports teacher, gross and fine motor abilities, and self-efficacy among school aged children. Methods: This study included 61 children, aged 6.10–9 years, divided into two groups: 37 children with DCD, and 24 children with typical development and adequate motor performance. The sports teacher of each child filled the Teacher Estimation of Activity Form (TEAF). Each child performed the Movement Assessment Battery for Children (M-ABC) and then completed the Perceived Efficacy and Goal Setting System (PEGS). Results: Based on teachers’ reports, the study group showed significantly lower sports performance than the controls. Significant differences between the groups were also found in fine and gross motor abilities as manifested in the M-ABC. Among children with DCD, sports performance significantly correlated with M-ABC and PEGS scores. The teacher’s report regarding the child’s sports performance significantly predicted children’s motor abilities and self-efficacy. Conclusions: The study highlights that sports teachers may contribute to the screening of children with DCD and emphasize motor aspects that reduce a child’s self-efficacy. Consideration of these outcomes in intervention may minimize the negative impacts of DCD on a child’s development and well-being.