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European Physical Education Review
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A school-based movement programme for children with motor learning difficulty

Juha-Pekka Männistö

University of Jyväskylä, Finland

Marja Cantell

University of Jyväskylä, Finland; University of Calgary, Canada

Tommi Huovinen

University of Jyväskylä, Finland

Libbe Kooistra

University of Jyväskylä, Finland; University of Calgary, Canada

Dawne Larkin

University of Western Australia, Australia

The study investigated the effectiveness of a school-based movement programme for a population of 5 to 7 year old children. Performance profiles on the Movement ABC were used to classify the children and to assess skill changes over time. Children were assigned to four different groups: motor learning difficulty (n = 10), borderline motor learning difficulty (n = 5), trained controls (n = 9), untrained controls (n = 9). The total programme consisted of 26 weekly sessions. Each one-hour session comprised of structured group play, individualized skill training, and relaxation. The results showed that children with motor learning difficulty improved consistently in the targeted skills. Most importantly, the obtained effects persisted beyond the actual intervention. The findings emphasize the effectiveness of task-oriented approaches in a school-based setting for children with motor learning difficulty.

Key Words: motor learning difficulty • school-based intervention • task-oriented approach

European Physical Education Review, Vol. 12, No. 3, 273-287 (2006)
DOI: 10.1177/1356336X06069274
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