Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions
Abstract
:1. Introduction
2. Materials and Methods
3. Literature Review Sections
3.1. A Typical Set of Assessment and Intervention Procedures: The Conventional Model
3.2. Limited Evidence for the Prevailing and Recommended Practice for Assessment and Intervention
3.3. Norm-Referenced Test, Its Tenets and Malleability
3.3.1. What Norm-Referenced Tests Are Suitable and Unsuitable for
3.3.2. Stability and Responsiveness of the Motor Ability Tests Scores
3.3.3. Setting an Intervention Goal to Improve Beyond the Cutoff Point of Norm-Referenced Tests
3.4. Alternative Assessment and Intervention Strategies in the Framework of Physical Literacy: The Proposed Model of ‘Assessing with and Teaching to Contextualized Criterion-Referenced Tests’ to Meet the Minimal Proficiency
3.4.1. What Criterion-Referenced Assessment Is Suitable and Unsuitable for
3.4.2. Criterion-Referenced Standardized Tests
TGMDs
The Brockport Physical Fitness Test (BPFT)
The Performance Quality Rating Scale (PQRS)
4. Conclusions
- Administer norm-referenced tests for diagnosis, not for monitoring and evaluating intervention in the short-term;
- If a child with DCD is to be retested with a norm-referenced test, the time duration between two tests should be at least one year;
- Monitor progress and evaluate the effect of an intervention program with a clinician- or teacher-generated criterion-referenced test that is tailored to a particular child with DCD;
- Shift the intervention focus from enhancing the motor ability test score to (1) acquisition of the minimum proficiency to attain a functional task; (2) positive physical and movement experiences that could underpin life-long enjoyment of a healthy active lifestyle; and (3) participation in family, school, and community activities by adapting rules and structures of activities, employing compensatory equipment and assistant services.
Funding
Acknowledgments
Conflicts of Interest
References
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Step 1: Stand over the bike 1 | Step 2: Sit on the bike 2 | Step 3: Put weight on the seat 3 | Step 4: Shift weight from side to side while standing | Step 5: Shift weight side to side with feet on the ground | Step 6: Lean side to side, lifting the feet off the ground | Step 7: Glide on a flat surface |
Step 8: Use the break to decelerate and stop | Step 9: Glide on a gentle slope | Step 10: Put the feet on the pedals | Step 11: Pedal the bike | Step 12: Put one foot on the pedal on a slope | Step 13: Steer the handle bar | Step 14: Put one foot on the pedal and push on a flat surface |
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Miyahara, M. Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions. Int. J. Environ. Res. Public Health 2020, 17, 4313. https://doi.org/10.3390/ijerph17124313
Miyahara M. Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions. International Journal of Environmental Research and Public Health. 2020; 17(12):4313. https://doi.org/10.3390/ijerph17124313
Chicago/Turabian StyleMiyahara, Motohide. 2020. "Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions" International Journal of Environmental Research and Public Health 17, no. 12: 4313. https://doi.org/10.3390/ijerph17124313