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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

Department of Clinical Psychological Science, School of Medicine, Hirosaki University, Aomori 036-8564, Japan
Int. J. Environ. Res. Public Health 2020, 17(12), 4313; https://doi.org/10.3390/ijerph17124313
Received: 19 April 2020 / Revised: 23 May 2020 / Accepted: 15 June 2020 / Published: 17 June 2020
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
A framework of literacy may have roles to play in the assessment and treatment of children and youth with developmental disorders. This review aims to evaluate the conventional practice of assessment and treatment for children and youth with a developmental disorder in the physical domain, called developmental coordination disorder (DCD), and explore how the framework of physical literacy could contribute to the advancement of the current practice. This study adopts a method of narrative critical review based on a non-systematic search for its broad coverage to provide insights into the trend and future alternative directions. Over recent decades, children and youth with DCD have been typically assessed with standardized norm-referenced tests, before and after task-oriented intervention, for aiding diagnosis and evaluating the treatment effect. However, a recent high-quality systematic review showed limited evidence for the treatment effect assessed by the tests. Here, a framework of physical literacy is proposed to be used as an alternative to the conventional practice by recalibrating treatment goals and modifying the assessment and intervention approaches; criterion-referenced real-life authentic assessment and activities are encouraged with an emphasis on the enjoyment of movement and value of physical activity towards the attainment of physically active and healthy lifestyle goals from a lifespan perspective. The application of the physical literacy framework to the assessment and treatment of DCD needs to be further examined conceptually and empirically, while exploring a potential contribution of the literacy framework to transform the conventional assessment and treatment of children and youth with other developmental disorders. View Full-Text
Keywords: physical literacy; developmental coordination disorder; norm-referenced test; criterion-referenced test physical literacy; developmental coordination disorder; norm-referenced test; criterion-referenced test
MDPI and ACS Style

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.

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