Elevating Engagement Motivation in Physical Activities: A Physical Literacy Approach for Children with Developmental Coordination Disorder (DCD)
Oral Presentation
Paper ID : 1447-SSRC
Authors
Assistant Professor of Motor Behavior, Department of Physical Education, Payam Noor University, Tehran, Iran
Abstract
Introduction:
Children grappling with DCD frequently encounter impediments when partaking in physical activities, thus exerting a profound influence on their holistic well-being. Their decreased involvement, linked to weakened perceptions of adequacy in a negative feedback cycle, further reduces the motivation for active participation. Thus, boosting their motivation with an inventive approach to physical literacy, highlighting enjoyment, and emphasizing the practical value of physical activities can transform assessment, intervention, and treatment approaches for this specific group of children. Consequently, the present study seeks to instill a positive attitude and motivation toward physical activities by leveraging the physical literacy framework and fortifying the participation of children grappling with DCD.
Methods:
In this study, a pre-post-follow-up experimental design was employed to examine the effects of a Virtual Reality (VR) intervention on physical literacy in forty children (aged 8-12) with DCD. Participants were randomly assigned to either the VR (n=20) or control group (n=20). VR group participated in Xbox 360 Kinect games, whereas the control group exclusively engaged in sedentary and inactive video gaming. The intervention program comprised 16 sessions, each lasting 30 minutes, conducted over an 8-week period. The motivation domain questionnaire extracted from the Physical Literacy (CAPL2) served as the instrument for evaluating motivation both prior to and subsequent to the VR intervention, with a subsequent one-month follow-up.
Results: The repeated measure analysis of variance consistently demonstrated a noteworthy impact of the VR intervention on the motivation of children with DCD. The scores for motivation notably improved from the pretest to the post-test, and this improvement was sustained even after a one-month follow-up period.
Conclusion: The outcomes of our study suggest that the implementation of an 8-week VR intervention program showcases a promising impact in augmenting motivation among children with DCD. By immersing participants in engaging and enjoyable virtual experiences, VR exhibits the potential to substantially elevate confidence levels and motivation, offering a less daunting platform for children to delve into movement exploration, cultivate essential skills ,and fostering physical literacy.
Children grappling with DCD frequently encounter impediments when partaking in physical activities, thus exerting a profound influence on their holistic well-being. Their decreased involvement, linked to weakened perceptions of adequacy in a negative feedback cycle, further reduces the motivation for active participation. Thus, boosting their motivation with an inventive approach to physical literacy, highlighting enjoyment, and emphasizing the practical value of physical activities can transform assessment, intervention, and treatment approaches for this specific group of children. Consequently, the present study seeks to instill a positive attitude and motivation toward physical activities by leveraging the physical literacy framework and fortifying the participation of children grappling with DCD.
Methods:
In this study, a pre-post-follow-up experimental design was employed to examine the effects of a Virtual Reality (VR) intervention on physical literacy in forty children (aged 8-12) with DCD. Participants were randomly assigned to either the VR (n=20) or control group (n=20). VR group participated in Xbox 360 Kinect games, whereas the control group exclusively engaged in sedentary and inactive video gaming. The intervention program comprised 16 sessions, each lasting 30 minutes, conducted over an 8-week period. The motivation domain questionnaire extracted from the Physical Literacy (CAPL2) served as the instrument for evaluating motivation both prior to and subsequent to the VR intervention, with a subsequent one-month follow-up.
Results: The repeated measure analysis of variance consistently demonstrated a noteworthy impact of the VR intervention on the motivation of children with DCD. The scores for motivation notably improved from the pretest to the post-test, and this improvement was sustained even after a one-month follow-up period.
Conclusion: The outcomes of our study suggest that the implementation of an 8-week VR intervention program showcases a promising impact in augmenting motivation among children with DCD. By immersing participants in engaging and enjoyable virtual experiences, VR exhibits the potential to substantially elevate confidence levels and motivation, offering a less daunting platform for children to delve into movement exploration, cultivate essential skills ,and fostering physical literacy.
Keywords