Movement Performance and Physical Activity among Students with Learning and/or Movement Difficulties

Date
2013-11
Authors
Zimmer, Chantelle Rae
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Faculty of Graduate Studies and Research, University of Regina
Abstract

Approximately 8% of school-aged children have difficulty learning in the classroom and 5 to 6% demonstrate difficulties performing movement skills in the gymnasium. Are these characteristics mutually exclusive or is there some level of functional complexity inherent within each of them? This thesis is comprised of three manuscripts that collectively examine the range of impairments during the performance of movement skills among students 7 to 10 years of age with academic difficulties (AD) and movement difficulties (MD). Understanding similarities and differences in motor impairment among these students will provide valuable knowledge related to the implications of participation in physical activity. The first manuscript compared underlying processes (motor and executive functioning abilities) thought to contribute to the performance of movement skills among students with AD and MD. Similar impairments were found for students with AD and MD on tasks within the Movement Assessment Battery for Children that required manual dexterity and balance, but not ball skills. Impairments in executive functioning were most apparent among students with AD who were 9 and 10 years of age according to the results of the Barkley Deficits in Executive Functioning Scale. The second manuscript aimed to investigate similarities of motor impairment with respect to the performance of fundamental movement skills and the range of impairments among students with AD and MD compared to their typically developing peers. Students with MD demonstrated significantly less proficient performance on locomotor (PE-Metrics) and object control skills (both TGMD-2 and PE-Metrics) than students with AD and their typically developing peers. However, students with AD and typically developing peers did not demonstrate proficient performance of these fundamental movement skills either, even by the age of 10. Impairments in the performance of fundamental movement skills are likely to impact students’ participation in physical activity, placing them at greater risk for health consequences associated with inactivity. The purpose of the third manuscript was to examine levels of physical activity for each of the three groups and subsequently, the relationship between movement performance and physical activity levels. Students with MD were significantly less active than their same-aged peers, and spent less time in more physically demanding activities associated with moderate and moderate-vigorous physical activity (MVPA). The time spent in MVPA was most strongly correlated with students’ performance for object control skills on the TGMD-2. It appears that students who engage in higher levels of physical activity tend to demonstrate more proficient movement skills than students who are predominantly inactive. Inactivity may be detrimental to students’ ability to become proficient in a variety of fundamental movement skills. These findings therefore illustrate the need for school-based intervention to improve the (learning and) performance of fundamental movement skills among students in order to increase their participation in physical activity or rather, decrease the amount of time spent being inactive.

Description
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Science in Kinesiology & Health Studies, University of Regina. ix, 130 p.
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