Motor abilities of students with specific learning disabilities and a student of regular development

Volume 13, Issue 2 (2023)

Motor abilities of students with specific learning disabilities and a student of regular development
Donata Vidaković Samaržija, Lara Trošelj
Apstrakt: 

The timely development of motor abilities contributes to the overall development of students, but due to various
potential problems, there are often deviations that can aff ect the quality of daily movement. The aim of the research was
to assess the motor abilities of primary education students, and to determine signifi cant diff erences in individual motor
abilities with regard to the existence of a particular learning diffi culty or not. The research was conducted on a sample
of 101 students (47 students aged 9 years ± 6 months and 54 students aged 10 years ± 6 months). Standardized tests were
applied to assess motor abilities: repetitive strength, coordination, speed, explosive power of jumping, agility, fl exibility
and balance. The basic descriptive indicators were calculated, and the t-test for independent samples was used to determine
the signifi cance of diff erences in motor abilities with regard to the existence of specifi c learning diffi culties. Results:
Of the total sample, 75.25% were students without learning disabilities, and 24.75% with specifi c learning disabilities.
Students with no established learning diffi culties achieved signifi cantly better results in the variables that assess fl exibility
(AS1=60.43±18.90 vs.AS2=52.59±12.93; t=1.99; p=0.05 ), balance (AS1=114.51±107.29 vs. AS2=68.04±75.62;
t=2.07; p=0.04), explosive jumping power (AS1=147.09±23.24 vs. AS2=134.15±20.17; t=2.57; p=0.01) and coordination
(AS1=20.11±8.78 vs. AS2=26.97±11.84; t=-3.17; p=0.00) from students with specifi c learning diffi culties. Conclusion:
Students with specifi c learning diffi culties have less developed individual motor abilities than students with normal development,
which encourages thinking about whether it is necessary to adjust the evaluation criteria to their abilities.

Ključne riječi: 
motor abilities, students, specific learning disabilities
Puni tekst: 
PDF
Reference: 

Abdulkarim, W. (2018). Autism-Open Access. Autism, 8(2), 1000231.
American Psychiatric Association, A. P., & American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders:
DSM-IV (Vol. 4). Washington, DC: American psychiatric association.
Blanchet, M., & Assaiante, C. (2022). Specifi c Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and
Their Potential Impacts. Children, 9(6), 892.
Bouillet, D. (2010). Izazovi integriranog odgoja i obrazovanja. Školska knjiga.
Coppede, A. C., Okuda, P. M. M., & Capellini, S. A. (2012). Performance of children with learning diffi culties in fi ne motor function and handwriting.
Journal of Human Growth and Development, 297-306.
Eberhardt , T., Niessner, C., Oriwol, D., Buchal, L., Worth, A., & Bös, K. (2020). Secular trends in physical fi tness of children and adolescents: a
review of large-scale epidemiological studies published after 2006. International journal of environmental research and public health,
17(16), 5671.
Findak, V. , Metikoš, D., Mraković, M., & Neljak, B. (1996). Primjenjena kineziologija u školstvu–Norme. Hrvatski pedagoški-književni zbor.
Zagreb. Fakultet za fi zičku kulturu Sveučilišta u Zagrebu.
Fühner, T., Kliegl, R., Arntz, F., Kriemler, S., & Granacher, U. (2021). An update on secular trends in physical fi tness of children and adolescents
from 1972 to 2015: a systematic review. Sports Medicine, 51, 303-320.
Getchell, N., Pabrej a, P., Neeld, K., & Carrio, V. (2007). Comparing children with and without dyslexia on the movement assessment battery
for children and the test of gross motor development. Perceptual and motor skills, 105(1), 207-214.
Hussein, Z. A., Abde l-Aty, S. A. R., Elmeniawy, G. H., & Mahgoub, E. A. M. (2020). Defects of motor performance in children with diff erent
types of specifi c learning disability. Drug Invent. Today, 14, 303-307.
Iversen, S., Berg, K., Ellertsen, B., & Tønnessen, F. E. (2005). Motor coordination diffi culties in a municipality group and in a clinical sample
of poor readers. Dyslexia, 11(3), 217-231.
Kemp, G., Smith, M. i Segal, J. (2017) Learning Disabilities and Disorders. Preuzeto sa: https://www.ctdinstitute.org/sites/default/fi les/fi le_
attachments/learning-disabilities-and-disorders.pdf
Kiš-Glavaš, L. (2016) . Rehabilitacija putem pokreta. Integrativni pristup poticanju razvoja djece i mladih s teškoćama u razvoju i podizanju
kvalitete života osoba s invaliditetom. Sveučilišni udžbenik. Zagreb: Edukacijsko–rehabilitacijski fakultet Sveučilišta u Zagrebu.
Marchand-Krynski, M. È., Morin -Moncet, O., Bélanger, A. M., Beauchamp, M. H., & Leonard, G. (2017). Shared and diff erentiated motor
skill impairments in children with dyslexia and/or attention defi cit disorder: From simple to complex sequential coordination. PloS
one, 12(5), e0177490.
Masanovic, B., Gardasevic, J., Marques, A., Peralta, M., Demetriou, Y., Sturm, D. J., & Popovic, S. (2020). Trends in physical fi tness among
school-aged children and adolescents: a systematic review. Frontiers in pediatrics, 8, 627529.
Minnis, S. (2017). What is Dyspraxia? Preuzeto sa: https://www.medicalnewstoday.com/articles/151951.php
National Center for Learning Disabilities. (2014). The State of Learning Disabilities. Third Edition. https://www.ncld.org/wp-content/uploads/
2014/11/2014-State-of-LD.pdf
Okuda, P. M. M., & Pinheiro, F. H. (2015). Motor performance of students with learning diffi culties. Procedia-Social and Behavioral Sciences,
174, 1330-1338.
Okuda, P.M.M., Ramos, F.G., Santos, L.C.A., Padula, N., Kirby, A., Capellini, S.A. (2014). Motor profi les of students with dyslexia. Psychol.
Res.; 4: 31–39. [Google Scholar]
Sekulić, D., Metikoš, D., & Sveuč ilište, S. (2007). Osnove transformacijskih postupaka u kineziologiji. Split: Fakultet prirodoslovno–matematičkih
znanosti i kineziologije.
Smits-Engelsman, B. C. M., Wilson, P. H ., Westenberg, Y., & Duysens, J. (2003). Fine motor defi ciencies in children with developmental
coordination disorder and learning disabilities: An underlying open-loop control defi cit. Human movement science, 22(4-5), 495-513.
Tomkinson, G. R., Carver, K. D., Atkins on, F., Daniell, N. D., Lewis, L. K., Fitzgerald, J. S., ... & Ortega, F. B. (2018). European normative
values for physical fi tness in children and adolescents aged 9–17 years: results from 2 779 165 Eurofi t performances representing 30
countries. British journal of sports medicine, 52(22), 1445-1456.
Vidranski, T. (2020). Pouzdanost i orijentacijske vrijednosti CROFIT testova u razrednoj nastavi. Napredak: Časopis za interdisciplinarna
istraživanja u odgoju i obrazovanju, 161(3-4), 185-202.
Westendorp, M., Hartman, E., Houwen, S., Huijgen, B. C., Smith, J., & Visscher, C. (2014). A longitudinal study on gross motor development
in children with learning disorders. Research in developmental disabilities, 35(2), 357-363.
Westendorp, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement
in children with learning disabilities. Research in developmental disabilities, 32(6), 2773-2779.