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Sports and physical education for children with special educational needs

REMO MOMBARG: R.MOMBARG@RUG.NL

SEN for children with Developmental coordination disorder

Outline

1. sportparticipation and education of children in general (skills, attitude and behavior)

2. sportparticipation and education of children with specific needs: stats & barriers

3. characteristics of children with DCD

4. specific needs of children with DCD

Goal: acquire knowledge about sports participation and sports education of children with DCD

Child

Task

TeacherEnviron

ment

Literature

Kirby, A., & Sugden, D. A. (2007). Children with developmental coordination disorders. Journal of the Royal Society of Medicine,100, 182 – 186.

DCD, identification, classification, origin, intervention

Skinner, R.A., & Piek, J. P. (2001). Psychosocial implications of poor motor coordination in children and adolescents. Human Movement Science, 20, 73-94.

impact of DCD on self-worth, social support, feelings

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Example: examquestionsWhich of the following statements about Developmental Coordination Disorder is/are correct, according to Kirby and Sugden (2007)?

I Classification of DCD should be separated from AD/HD and PDD.

II DCD interventions should incorporate parent involvement

a. Statements I and II are correct.

b. Statement I is correct and II is incorrect.

c. Statement I is incorrect and II is correct.

d. Statements I and II are incorrect.

How do you let children love sports

Sportparticipation in general

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21-12-2016 TITEL PRESENTATIE AANPASSEN 7

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21-12-2016 TITEL PRESENTATIE AANPASSEN 9

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Life long sport participation

Sport

Skills

Attitude

Behavior

Physical education

Sport participation

Do we succeed ?

0102030405060708090

100

Sportsparticipation: organized and unorganized sports%

Organized

Unorganized

Bron: Breedveld et al. (2010) kinderen met gedragsproblemen en sport; Lindert (2013) monitor special Heroes *

DCD (Developmental coordination disorder) Kirby & Sugden, 2007

Simultaneous skills & balance

Not efficiënt; a- rhythmic

insufficiënt feeling for bodymovement

3-10 % of all children, 60-80%

boys, comorbidity: adhd

Don’t grow over it 65%

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DCD and participation

Children with DCD participate less in motor activities during recess at school (Smyth & Anderson, 2000)

Children with DCD spent less time in vigorous activity during recess (Bouffard et al., 1996)

Children with DCD spent less time engaged in assigned activities during PE + spent more time engaged in off-task behaviors. (Causgrove Dunn & Dunn, 2006)

Life long sport participation depends on skill, attitude and behaviour

Sport

Skills

Attitude

Behavior

Physical education

Sport participation

1. DCD children have insufficiënt basic skills

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Fundamental motor skills

(A) Walk: run, walk , hop, on toes

(B) Climbing : stairs, bars, rope

(C) Jump : on and over, two feet

(D) Rolls: forward roll on the ground

(E) Balance : on the bank

(F) Throw/catching: different balls

(G) Dribbling : left and right

(H) Hit: baseball, badminton,

Skills

Fundamental motor skills for sports

Fine motor skills

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2. DCD children often lack appropriate behavior

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Social-emotional skills

Learn skills and learn to use them in play

Learn social-skills

-teacher practices skills f.i. trust each other

Use social-skills in regular situations

-scaffolding learning

-reinforcement with cue-cards

Preparation for the playground

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3. DCD children often have a negative attitude towards sport

Childoftenfails

NegativeReactions/

bullying

Fearof

failure

Avoidanceof motoractivities

Motor problems

Reduced physical

fitness &

selfesteem

Less social

participation

Widening Gap.., Skinner & Piek, 2001

Attitude towards sport who is responsible

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Life long sport participation depends on skill, attitude and behaviour

Sport

Skills

Attitude

Behavior

Physical education

Sport participation

Intervention on skills

-error-less learning

-learning by variation

-learning by analogy

-learning by feedback on result

Implicit learning

•Leren zonder dat er een beroep wordt gedaan op expliciete kennis (Masters, van der Kamp & Capio, 2013)

•Natuurlijke ontwikkeling

•Niet afhankelijk van werkgeheugen (Steenbergen, van der Kamp,

Verneau, Jongbloed-Pereboom & Masters, 2010)

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1. Error-less learning

Use of adequate levels

Pre-teaching

Errorless learning is more effective (Maxwell, Masters, & Kerr, 2001; Poolton, Masters, & Maxwell, 2005)

Error-less learning group started easy(25-100)Error-full learning group started difficult (200-100)

ResearchError-less learning has more effect

(Maxwell, Masters, & Kerr, 2001; Poolton, Masters, & Maxwell, 2005)

In practice: Throw and catch 4 levels:

Level 1 bounce and catch one kid (big ball)

Level 2 bounce and catch with 2 kids and a hoop (big ball)

Level 3 bounce and catch different balls, different materials

Level 4 ball-games

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2. Learning by variation: discovery practice

-Children learn to adapt their coordination towards the changing

environmentMotor learning is task and situation specific

Research, passing the ballWOLFGANG & SCHÖLLHORN et al., 2006

0

50

100

150

200

250

300

350

Pre-test Post-test

Passingscores soccer

Tradit Different

Practice: How to catch a ball

EFFECT OF IMPLICIT LEARNING

Instruction: different method; learning by

doing

children time material distance field goal x times speed

catch

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3. Learning by analogy

Use of result and figurative speech

round as a ball“rabbitjumps”

Hand in the cookie jar

ONDERZOEK NAAR ANALOGIE LEREN, L IAO & M ASTERS (2001)

Research :Table tennis: training with external(analogy) or internal (explicit)focus: Liao & Masters (2001)

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What can you say or do here?: knowledge of result/analogy/

This is a analogyof…..

4. Learning by external focusFeedback on result is more effective than on process

External focus is more effective than internal focus

Zachry, Wulf, Mercer, & Bezodis (2005)

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Research (Zachry, Wulf, Mercer, & Bezodis, 2005; Wulf& Su, 2007)

Basketbal setshot:

◦ Knowledge of performance (intern)

◦ Knowledge of result (extern)

Resultaat

◦ KR group: more success, more efficient use of muscles

Practice: knowledge of result

Make use of environment

Make the result visible

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Physical educationGoals of PE: preparation on a life time sports participation

through improvement of skills, attitude and behavior

Effect of direct instruction?Collaborative teaching?

Soccer-exercise at a playground

►Think of solutions

-error-less learning

-learning by variation

-learning by analogy

-learning by feedback on result

Develop a soccer exercise based on implicit learning

Goal: develop motor-skills

Choose◦ Poster (blueprint)

◦ 1 minute pitch

◦ Exercise/sports activity

Illustrate why your solution stimulates motor learning of DCD-children

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SEN for children with Developmental coordination disorder

-sportparticipation and education of children with specific needs

-characteristics of childeren with DCD

-specific needs of children with DCD

Goal: acquire knowledge about sports participation and sports education of children with DCD

Bonus

Child

Task

Teacher

Environment

CHILD

WHAT DO I WANT TO DO? (GOAL)

HOW I AM GOING TO DO IT? (PLAN)

JUST DOING IT (DO)

HOW DID I DO IT? (CHECK)

SELF REGULATION

Kolovelonis, e,a, 2012

Child

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Environment: task-specific & person-specific

Special project: Wii-effect

Effect of Wii on balance-skills

60% of children with DCD have balance problems

Exercises to adjust center of gravity

Effective Interventions

12/21/2016 EDUPROF EXPERT MEETING

Effective motor interventions?: ( Pless & Carlson, 2000; Geelen & Velders, 2006; Netelenbos, 1998)

• Taskspecific• Under stress• Between 6-13 year• 3 -5 times a week• minimium six weeks• motifying elements

Special education:

• Less on strategy, less on process• Visual, external feedback (Lindley, Couteur & Berthouze, 2008; Swanson & Lee, 2001)

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Intervention try-outs

12/21/2016 EDUPROF EXPERT MEETING

Break intervention at lunch time• 10 weeks, 3 times week• Children choose two games a day• Direct visual feedback• Adaptive game level• Awards

Research

21-12-2016 INSTITUUT VOOR SPORTSTUDIES

Inclusive criteria:

<15th percentiel totaalscore M-ABC-2

<15th percentiel balansvaardigheid (M-abc-2)

Research questions

1. Effect of wii-intervention on balance-skills2. Effect of wii-intervention on running speed and agility

T1 Intervention T2Experimentele groep M-ABC-2 Wii (X) M-ABC-2N=20 BOT-2 BOT-2Controle groep M-ABC-2 M-ABC-2N=15 BOT-2 BOT-2

Results

12/21/2016 EDUPROF EXPERT MEETING

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2

4

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1 2

pretest post-test

M-ABC-2: Balance

Controlgroup Experimental group

M-ABC-2 balance F(1,28) = 5.34, p = .03,BOT running and agility F(1,28) = 1.23, p = .28

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Neural development

Neural development:

-head to toe

-in towards out

More nervecells, more simultanously

Develepment of synchronous movements

Video (SOFIT: observational instrument fitness instruction time)

Score:• General content• Knowledge content• Fitness• Skills • Game play • Free play

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Instituut voor Sportstudies

“Wij ontwikkelen innovatieve

beroepspraktijken in de sport”

Sportbehavior (N=3710 observation samples)

Sofit: 2 observers, 10 seconds interval, 30 lessons

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Group teacher

PE-teacher

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Difficulty to catch a ball, what can you do?