Motor Skill Interventions in Children with Developmental Coordination Disorder: A Systematic Review and Meta-Analysis

Publication date: Available online 9 January 2018
Source:Archives of Physical Medicine and Rehabilitation
Author(s): Jane J. Yu, Cindy H.P. Sit, Angus F. Burnett
ObjectivesTo determine the characteristics and effectiveness of motor skill interventions in children with developmental coordination disorder (DCD) and to identify potential moderators of training effects using meta-analysis.Data SourcesA search was conducted in six databases (CINAHL Plus, Cochrane Library, Embase, Eric, PsycInfo, and PubMed) for papers published between 1995 and August 2017 using search items which were grouped in three components (motor skill interventions, DCD, and age group of interest).Study SelectionStudies were included if they have recruited children with DCD aged 3-17 years, reported performance of motor-related skills as outcomes, published in peer-reviewed journals, and written in English. Qualitative synthesis was conducted for all included studies. Quantitative synthesis (meta-analysis) was only conducted for studies using a (quasi) randomized controlled trial design.Data ExtractionMethodology, participant characteristics, intervention components, outcomes, and the statistically significant training effects of each included study were extracted.Data SynthesisSixty-six studies met the inclusion criteria with 18 of the studies eligible for meta-analysis. Motor performance as well as cognitive, emotional, and other psychological factors were the most common outcomes. Other three outcome categories included perceptions and/or satisfaction regarding the children's improvement from significant others, physical fitness, and physical activity and participation. Immediate and moderate training effects were found for motor performance (Hedges' g=0.63, 95% CI [0.31, 0.94], p<0.001) and for cognitive, emotional, and other psychological factors (Hedges' g=0.65, 95%CI [0.25, 1.04], p=0.001). Additionally, dose (minutes in total) and frequency of the intervention were significant moderators of training effect on motor performance.ConclusionsMotor skill interventions are effective in improving motor competence as well as performance on cognitive, emotional, and other psychological aspects in children with DCD in the short term. These effects are more robust in interventions utilizing a large training dose and a practicing schedule of high frequency.



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