Development Of Physical Skills Research Articles

ЗМІСТ, ФОРМИ ТА МЕТОДИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ПЕРСОНАЛУ ФЕДЕРАЛЬНОЇ ПОЛІЦІЇ НІМЕЧЧИНИ

У статті розкрито результати дослідження особливостей організації, змісту, форм і методів професійної підготовки персоналу Федеральної поліції Німеччини всіх категорій.
 В ході дослідження з’ясовано, що професійну підготовку поліцейських службовців нижчої ланки забезпечують сім регіональних навчальних центрів ФП; професійну підготовку поліцейських службовців середньої ланки забезпечує Федеральна вища школа державного управління (м. Брюль), по завершенню навчання випускники отримують диплом бакалавра з державного управління; підготовку поліцейських службовців вищої ланки здійснює Вища школа поліції Німеччини (м. Мюнстер), випускники отримують диплом магістра з державного управління.
 Встановлено, що навчання на кожному рівні організоване за модульною системою. Автор зосереджує увагу на змістовому наповненні навчальних планів та програм і констатує, що зміст професійної підготовки персоналу ФП нижчої ланки повністю відповідає виконуваним ним у майбутньому функціям, розвитку необхідних умінь та навичок; вагому частину програм підготовки займають юридичні дисципліни; крім правничих дисциплін у навчальних планах підготовки поліцейських нижчої ланки передбачено вивчення також теорії управління, психології, особливостей застосування спеціальних технічних засобів, основ медицини та надання першої медичної допомоги, професійної етики; програма підготовки поліцейських середньої ланки, як майбутніх управлінців, передбачає, зокрема, опанування особливостей управління підрозділами та організації взаємодії з іншими структурами в умовах виконання завдань в міжнародних місіях; майбутні керівники вищого рівня (поліцейські вищої ланки) вивчають також особливості планування та проведення поліцейських операцій, організації комунікації в управлінській діяльності, управління поліцейськими підрозділами у великомасштабних операціях (під час проведення демонстрацій та мирних акцій, а також під час масових акцій, що супроводжуються насильницькими діями), особливості роботи із громадськістю та засобами масової інформації, правові норми взаємодії між органами поліції й юстиції в ЄС та правові питання міжнародної взаємодії. Велика увага приділяється розвитку фізичних умінь та навичок майбутніх поліцейських, їх стрілецькій підготовці, розвитку умінь та навичок застосування засобів примусу; 50% всього навчального часу відводиться на проходження слухачами стажування в органах та підрозділах ФП.
 Виявлено, що в системі професійної підготовки персоналу ФП основними формами організації навчання є лекції, лекції з елементами практичних вправ, семінари з елементами практичних вправ, семінари з елементами тренінгу, практичні вправи, тренінги (тренування), проектне навчання; основними методами підсумкового та поточного оцінювання є контрольна робота, усне опитування, тестування, розв’язання комплексних ситуативних завдань, екзамен.

ТЕОРЕТИЧНИЙ АНАЛІЗ ДЕФІНІЦІЇ “ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ” ДЛЯ МАЙБУТНІХ МАГІСТРІВ СЕРЕДНЬОЇ ОСВІТИ З ФІЗИЧНОЇ КУЛЬТУРИ

Assurance of quality of vocational training of future specialists (professionals) is an urgent issue which is stipulated by various factors, among which assurance of quality of the aim, quality of educational process, and quality of the result have been distinguished. Under given conditions, understanding of basic notions of research is very important. The aim of the article is to theoretically analyze definition of “assurance of quality of vocational training” for future secondary educaiton masters in physical culture. Methods of research: analysis of scientific references and document; method of systematic analysis; method of comparison and juxtaposition; method of functional and structural analysis. To substantiate the definition of “assurance of quality of vocational training” for future secondary educaiton masters in physical culture, we assume reasonable to reveal the essence of the following key notions: “quality”, “quality of education”, “quality of higher education”. The mnotion of “quality of educaiton” is viewed by us as a complex characteristics of educaitonal process that envisages balanced accordance of the process, result, and educational system with the aim, needs, and social standards of education with the aim to form and develop person’s intellect, manners, and certain social, psychological, physical, and spiritual features that are realized at certain stages of education. Interpretation of the notion of “assurance of quality” established by European Center for the Development of Vocational Training, in standards and recommendations to assurance of quality in European Union higher educational plane has been analyzed. Dublin model of universal characteristics (Dublin Descriptors) of graduate’s competences has been described. We assume reasonable to state that assurance of the quality of vocational training of future secondary education masters in physical culture is a totality of procedures and activity whose aim is to ensure and improve efficiency of giving educational services that envisage formation of special knowledge, teaching physical exercises, development of physical skills, and education of moral and willpower qualities of a person, which corresponds to demands of the state and interested parties (stakeholders). Key words: quality, quality of education, quality of higher education, assurance of quality of vocational training of future secondary education masters in physical culture.

The extent to which student activities contribute to the development of some physical skills among the students of the intermediate school

The aim of the research is to identify the role of student activities in developing some aspects of mobility among students in Al Hudaybiyah intermediate school. To achieve this goal, the researcher used the analytical descriptive method. The researcher also used a set of study tools, including a rectometer, a medical balance and a stopwatch, as well as a set of tests that develop the physical aspects of students. The study sample consisted of (60) students from Al Hudaybiyah Middle School in Hafr Al Batin Governorate in Saudi Arabia. They were divided into two groups, one experimental and the other 30 students. The program was implemented in the first semester of 1439/1440 E. The results of the study showed the following: • There are statistically significant differences between the mean scores of the tribal and remote measurements of the control group in favor of dimension measurements in some physical aspects under consideration. • There are statistically significant differences between the mean scores of the tribal and remote measurements of the experimental group in favor of dimension measurements in some physical aspects in question. • There are statistically significant differences between the averages of the two dimensional measurements of the control and experimental groups in favor of the post-measurement of the experimental group in some physical aspects. • The effectiveness of the proposed program for the development of physical skills for middle school students. The study recommended focusing on student activities in the intermediate stage and the need to implement many programs of activities that help to improve the physical fitness of students.

Uticaj programa fizičkog vaspitanja na razvoj fizičkih sposobnosti učenika sedmog razreda osnovne škole

The development of physical skills is just one of many tasks of physical education in the way of creating versatile student's personality, capable of creative self-realization. The survey was conducted in the seventh grade of elementary school "Kralj Petar I" in Belgrade, school 2017/2018. years. Covered a total of 87 student testing the following variables: standing long jump, throwing a medical 4kg, running at 30m and 800mrun. Through these tests were checked following motor skills: explosive strength of legs extensors, explosive power of muscles of the arms and torso flexor, speed and overall performance. An initial measurement at the beginning of the school year and final tests at the end of the school year. The aim of the research was to gain insight on the possible positive effects of physical education teaching the motor skills of students. By treatment with t-test data, the pretest and post test, a statistically significant difference between the final and initial measurements, in all four of the variables. From the results it can be concluded that it is carried out physical education has had a positive impact on the development of physical abilities of students of the seventh grade, which is the practical significance of this research. These results are the consequence of a consistent and high-quality completion of physical education, with excellent working conditions that the school has. which represents the practical significance of this research. These results are the consequence of a consistent and high-quality completion of physical education, with excellent working conditions that the school has. which represents the practical significance of this research. These results are the consequence of a consistent and high-quality completion of physical education, with excellent working conditions that the school has.

Learning while playing: Children's Forest School experiences in the UK

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings.Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6‐week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter‐related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play‐pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.

Optimization Methods in Physical Education Lessons for Girls in the Second and the Third Grades

Background. Theoretical analysis of research papers allowed us to establish that physical preparation of pu-pils in elementary grades as an area of scientific and pedagogical knowledge was not investigated enough. Despite great efforts to cover a lot of questions and undoubted theoretical and practical significance of educational research, it should be noted that the problem of physical education for younger pupils using sports games in the lessons of physical education remains open to theoretical understanding and experimental study. There is a lack of specific studies that reveal the basic trends and ways to optimize the studied phenomenon. Worsening situation in the area of physical training in junior classes and individual indicators of health status in the country encourages looking for scientific solutions of the problem. Research aim was to define the most effective methods of physical education for 8–9-year-old girls, learners of the second and third grades, during physical education lessons including elements of sports games in a comprehensive school.Methods. Research participants were 64 girls from the second and the third grades. They were divided into 4 groups – 3 experimental groups and one control group. During the experiment, group E1 was allotted 75% of the time of the lesson for training technical actions of sports, group E2 – 50% in E3 – 25%, for the development of physi-cal skills – 25, 50 and 75% respectively. The effectiveness of the proposed program was estimated by the changes in the indicators of physical development and general physical fitness.Results and conclusions. Physical development of girls during the school year changed considerably. The most clearly expressed change was noted in the results of the changes in the girls’ body weight, from 20.32 to 23.24% in all groups. No significant differences between the experimental and control groups in terms of physical development were identified. Indicators of general physical fitness for the whole period of the experiment significantly increased in all the groups studied (p < .05–.001). They may be divided into two groups:• The first group included indicators which were significantly higher in the experimental group E3, where more time was devoted to physical training (running at 30 m, the hand strength) during the physical educa-tion lessons; • The second group included indicators which were significantly higher in the experimental group E1, where more time was devoted to sports (long jump, making a shot, running 3 x 10 m) during physical education lessons. Thus, the lessons of physical education with elements of sports promoted more intensive development of the overall fitness of girls aged 8–9 years compared to those who attended physical education lessons conducted according to the general curriculum.Keywords: girls in the second and the third grades, physical education class, physical development, physical ftness, sports and games.

A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities.

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

"I Kinda Feel Like Wonder Woman": An Interpretative Phenomenological Analysis of Pole Fitness and Positive Body Image.

The purpose of this research was to describe and interpret the positive body image experiences of women actively engaged in pole fitness. A total of sevenwomen between the ages of 20 and 36 years participated in semistructured one-on-one interviews and follow-up interviews. Participant observation was also used to generate data. Data were analyzed using an interpretative phenomenological analysis approach, and the positive body image experiences of women are represented by five themes: (a)observation and exposure fostering body acceptance, (b)performance promoting self-confidence, (c)personal growth and sexual expression, (d)unconditional community support creates comfort, and (e)body appreciation through physical skill development. Findings suggest that women engaging in pole fitness may experience positive body image, and the words of participants provide insight into the components of pole fitness that may foster positive body image. Pole fitness may provide a unique exercise context whereby women can develop and maintain positive body image.

Success criteria of the pedagogical pattern of physical training on self-guide basis with individual assignments among futsal referees

The article contains results from authors’ provision of rationale for a pedagogical pattern’s structure of a self-guided physical training of futsal referees by means of individual assignments. The pattern defines both main points of a self-guided physical training by means of individual assignments amid preparations of futsal referees and training results – development of physical skills required to preside over a game of futsal. We invite to consider the main performance indicators of a self-guided physical training of futsal referees by means of individual assignments to be referees’ speed endurance and quickness of recovery upon load.

Nature Play & Learning Places: Creating and Managing Places where Children Engage with Nature

 2017 Children, Youth and Environments Children, Youth and Environments 27(2), 2017 Book Reviews Nature Play & Learning Places: Creating and Managing Places where Children Engage with Nature Robin C. Moore with Allen Cooper (2014) Raleigh, NC: Natural Learning Initiative and Reston, VA: National Wildlife Federation, 169 pages Available from: www.natureplayandlearningplaces.org; ISBN 978-0-9907713-1-9 Nature-based play is receiving a great deal of attention for its role in facilitating cognitive, emotional, and physical skill development among youth. In Nature Play & Learning Places, Moore and Cooper provide a well-organized how-to manual that would be particularly appealing to land managers who may be considering adding nature-based play elements to their facility. This text would also benefit groups interested in encouraging their community to develop a nature-based play space, researchers entering the realm of nature-based play, and educators looking share the value of nature-based play among learners. It covers most key elements necessary for developing an effective and well-received nature-based play space. The benefits of nature-based play are described usefully and in an engaging, yet empirically grounded, way thus allowing a range of readers to find value in the information provided. The authors’ skills and knowledge are quite complementary. Robin Moore is a Professor of Landscape Architecture at North Carolina State University and Director of the Natural Learning Initiative, holding degrees in both architecture and urban planning. He has extensive understanding of the range of roles natural landscapes play in human development. Allen Cooper’s background is in public policy and law and he is the current Director of State Education Advocacy with the National Wildlife Federation. His legal background and public engagement perspectives enrich the nature-based play perspectives provided. The authors begin by sharing a brief history of nature play and its role at various developmental stages, early childhood through adolescence. The historical context includes the role camping and similar contexts have contributed to the naturebased play movement, e.g. adventure playgrounds, children’s gardens, play zoos, urban farms, and nature-based schools. Design decisions are aligned with theory to provide evidence for their inclusion. Examples clearly illustrate the role of nature-based play spaces in developmental stages from early childhood to adolescence and their discussion is supported by Greenman’s work (2005) in childhood education and development. Book and Film Reviews 126 The role of natural play areas in a community’s green infrastructure is then discussed and programming is clearly connected to design. Specific locations are identified both in terms of immediate context as well as in relationship to a larger community, e.g. town or city. The authors further provide useful details in the design discussion including planting recommendations, surfacing, and construction strategies, and frame their discussion within maintenance concerns. This is particularly helpful since a beautifully designed facility can quickly become useless if maintenance needs are not addressed. Next, a focus on management issues specific to the natural place itself is presented —something that can easily be overlooked. Land management agency involvement and the importance of addressing the management philosophy are an essential element the authors also include. Risk management may be the single most challenging hurdle for the inclusion of nature-based playscapes at one’s facility. As such, the authors devote an entire chapter to this issue. The steps they suggest are appropriate and it is helpful that they provide resources for the reader such as Consumer Product Safety Commission’s Handbook for Public Playground Safety. This area will continue to present an opportunity for dialogue among nature play designers and managers in light of the U.S. societal perception of play safety, in general, which can be seen as counter-productive to developing skills associated with negotiating natural play elements. The authors conclude by offering examples of community engagement and feedback collection strategies. Within a traditional model of implementation, e.g. identifying a purpose/scope, inventorying and analyzing data, identifying an option, garnering funding, and implementing the project, the authors focus on the importance of community engagement. They offer the reader helpful examples of involving community. Missing from this section, however, is a thorough discussion of the final stage in the...

Use of intensive training for development of some physical skills and performance level of the dynamic system (Unso-Kata) in Karate

Scientific Importance - This research is one of the early researches that use intensive training for development of some physical skills of Kata Unso. - Attempt to design training program using intensive training for development of some physical abilities of Kata Unso. - Identification of the effect of programs on the development of some physical skills and performance of Kata Unso . Objectives of the research: The research aims at identification of the effect of using intensive training for development of some physical skills in the dynamic system (Unso- Kata) of the Egyptian national team karate players through: 1- Design of training program using intensive training for development of some physical skills of Kata unso. 2- Identification of the effect of the program using intensive training for development of some special physical skills and performance of Kata unso. The researcher chose the research sample by purposive methodof the Egyptian national team players of Kata men who are registered in the records of the Egyptian Karate Federation for the training season 2014 (n= 6 players). Conclusions: According to the goals and hypotheses of the research, and through the statistic treatments and presentation and discussion of results, the researcher managed to conclude that: 1- The training program using intensive training helped to improve the special physical skills (force endurance, speed endurance, power endurance, explosive power) of arms and legs, as the percentage of improvement was (11.41%, 18.68%, 17.74%, 5.59%, 18.02%). 2- The training program using intensive training had a positive role on the dynamic system (Unso Kata) as the percentage of improvement was (10.11%, 12.36%, 8.69%, 13.48%, 16.09%, 12.11%). 3- The training program using intensive training showed importance of the special physical skills (force endurance, speed endurance, power endurance, explosive power) for the dynamic system (Unso-Kata) and the similar trainings of performance.

Development of Basic Physical Qualities, Essential Condition for Creating a Competitive Physical Capacity

Abstract Physical qualities are crucial elements constituting the training process, along with the technical, psychological or tactical training. The more the physical qualities, speed, agility, endurance and strength are developed, the greater the major functions of the body, especially breathing and circulation have a higher activity potential and the body appropriates easier and better a wide range of basic and practical-applied physical skills. In the modern conception, providing superior indices for physical skills development has become a prerequisite to achieving superior performance, therefore it represents the priority number one of specialists in identifying increasingly more sophisticated methods to ensure efficiency.

New simulation technologies in neurosurgery

The article presents a literature review on the current state of simulation technologies in neurosurgery, a brief description of the basic technology and the classification of simulation models, and examples of simulation models and skills simulators used in neurosurgery. Basic models for the development of physical skills, the spectrum of available computer virtual simulators, and their main characteristics are described. It would be instructive to include microneurosurgical training and a cadaver course of neurosurgical approaches in neurosurgery training programs and to extend the use of three-dimensional imaging. Technologies for producing three-dimensional anatomical models and patient-specific computer simulators as well as improvement of tactile feedback systems and display quality of virtual models are promising areas. Continued professional education necessitates further research for assessing the validity and practical use of simulators and physical models.

Learning & Development: Rhythm - A fact of life

Rhythm is a critical area for both communication and physical skills development, so how can practitioners ensure children's learning is supported? Lala Manners reports.

Effect of complex acrobatic elements in the development of physical skills of preschool children

The directions of the complex acrobatic exercises to enhance physical fitness and functional status of children. The experiment involved boys and girls aged 5 - 7 years of the preparatory group. It is noted that the use of acrobatic elements for the development of motor qualities in children brings a positive result. Found that the use of special acrobatic exercises on physical training promotes full development, allows us to develop a high level of motor skills and physical fitness. Found that the impact on athletic performance, exercise, positive motivation for physical education classes, emotional, diverse playing exercises, exercises to music. There is a significant interest and desire of children to exercise, a high performance in the classroom.

Development of Physical and Self-Control Abilities of Primary School Learners (10–11 Years Old)

Development of Physical and Self-Control Abilities of Primary School Learners (10–11 Years Old)

PHYSICALTRAINING OF YOUNGATHLETES INVOLVEDBELT WRESTLING

The purpose of the study - definition of physical training of young athletes aged 11-12 by taking into account the specific execution of motor actions in Wrestling. The main method used dual development of physical skills and forming technology of motor actions in athletes involved in the fight on belts. The article presents a set of special exercises, performed in a closed circuit biokinematicheskoy hand during training sessions with young fighters on belts. Shows the effect of a physical fitness training on young fighters on belts. Training program for young wrestlers in the annual cycle of training. In the process of pedagogical experiment verified its effectiveness. The use of special exercises, performed in a closed circuit biokinematicheskoy hand, using rubber bands and are aimed at the development of the dual physical properties and forming technology of motor actions in young wrestlers increased rates the physical fitness. The results can be used during the physical training of young athletes aged 11-12, and to improve the planning of training loads athletes involved in the struggle on belts. DOI: http://dx.doi.org/10.12731/2218-7405-2013-1-32

Comparison of Virtual Reality Training vs. Integrated Training in the Development of Physical Skills

The results of this study show that both fully virtual and virtual reality (VR) integrated into real world training programs are appropriate for use in the domain of weld training, depending on the level of task difficulty. Differences were virtually indistinguishable between participants in the fully virtual and the integrated training group at the low and medium task difficulty levels. At the highest level of difficulty it became apparent that the VR system was no longer solely sufficient for training.

Importance of Credit Norms in Student Physical Education

The present article deals with pass tests for determining the level of student physical preparedness and of physical skill development. A variety of application options during different periods of education or training stimulates students to improve the state of their physical activity.

What should we do to help children with DCD

See related article on page 608 In this issue of the journal, an important new contribution to the literature on Developmental Coordination Disorder (DCD) explores differences in motor imagery ability in three groups – children with attention-deficit–hyperactivity disorder (ADHD), children with DCD, and children with both conditions. This study provides evidence that DCD has a unique neurological basis, calling into question the notion that ADHD and DCD are merely dimensions of a broader syndrome of generalized developmental deficits. The idea that ADHD and DCD share a common cause has its roots in studies demonstrating very high levels of comorbidity between them: in clinical samples of children with one disorder or the other, 30 to 50% typically prove to have both. This has led to approaches like that of Lewis et al., which seek to explore the common ground these conditions share. By failing to take into account comorbidity between these disorders, previous work may have produced erroneous conclusions regarding underlying mechanisms. A case in point is the association between ADHD and abnormal motor overflow or associated movements. It is not clear whether this relationship is due to impaired inhibition related directly to ADHD or to independent coordination problems. Preliminary evidence currently favours the latter.1 The paper by Lewis et al. poses a similar question. As the authors observe, disrupted motor behaviour may arise from a dysfunction in the neurological networks responsible for motor planning and control, as is thought to be the case with DCD, or from deficits in attention and executive functioning associated with ADHD. In other words, the same impaired performance outcome could arise from functional problems in either of two, quite distinct, systems. This understanding would lead then to the conclusion that similarities in certain clinical features of ADHD and DCD are not necessarily indicative of a common neurological dysfunction or etiology. Lewis et al. examined this hypothesis by building on previous work that has established an internal modeling or efference-copy deficit in children with DCD.2 They explored whether deficits in motor imagery, in this case measured using a guided pointing task, were specific to DCD. By comparing performance in groups of children with ADHD alone, DCD alone, and those with comorbid ADHD and DCD, they demonstrated that this particular deficit occurred predominantly in the DCD-only group. The authors concluded that DCD may be associated with disruption to normal function associated with the inferior parietal lobe. While preliminary, these data support the hypothesis of unique neurological bases for DCD and ADHD. Perhaps most importantly, the method used in this study and others (e.g.1) reflects an important paradigm shift in the field. Only by taking into account comorbid ADHD and DCD can we hope to better understand whether these problems share a common etiology. Motor imagery should be of particular interest to researchers and clinicians in DCD because ‘imagined’ movement shares much of the physiological and neurological apparatus of its ‘real’ counterpart. Some have gone so far as to argue that motor imagery is an internal model of actual movement arising in consciousness simply because the actual movement has been inhibited. It is not surprising then, that children with coordination problems exhibit deficits in imagined movements as well as ‘real’ ones. The clinical implications of this work are intriguing. Previous work from members of this same research team has shown that motor imagery training is as effective as more traditional perceptual motor training in facilitating motor skill development in clumsy children. While the authors note the benefits of this approach in relation to ease of application and convenience relative to traditional physical therapy, there may also be psychological benefits. Children with DCD often report low levels of self-efficacy with regard to their physical abilities, and this lack of confidence may be the principal cause of low levels of participation in sports and other physical activities. These negative self-attributions are also likely to have an impact on ‘training’ to improve motor skill development. Children with DCD learn to conceal their problems by avoiding activities that expose their coordination difficulties and this could limit the effectiveness of skill-development-based interventions. Motor imagery, by contrast, is a safe way of developing skills out of public view. In this sense, its benefits may not be limited solely to physical skill development, but may also be conducive to greater psychological and social well-being.