To improve mental health in school-aged children with DCD, an inclusive physical literacy program was developed, and its effect on internalizing problems was evaluated.
Fourteen children (12 boys, 85.71%) aged between 7 and 9 years (8.33±0.66 years), all meeting the diagnostic criteria of DSM-IV for DCD, participated in this study. They were randomly assigned to either the intervention group (INT, n=8) or the control group (CON, n=6). The INT group participated in a weekly 2-hour program for six weeks, alongside typically developing children, with a focus on building confidence and competence of fundamental movement skills through concept of physical literacy. On the other hand, the CON group continued their regular activities and physical education classes. Parents of all participants reported their children’s internalizing and externalizing problems using the Child Behavior Checklist. Mixed-effect modeling was conducted to examine the main effects of time (pre- vs. post-intervention) and group (INT vs. CON) and the time-by-group interaction on both outcomes.
A significant group effect was found for internalizing and externalizing problems, as well as for symptoms related to anxiety/depression and somatic complaints (all ps’0.05). Furthermore, there was a significant time-by-group interaction on withdrawn/depressed symptoms (p=0.03) and a marginally significant interaction on internalizing problems (p=0.09).
Our findings suggest that while school-aged children with DCD in the INT group may experience more internalizing and externalizing problems than their peers in the CON group, the inclusive physical literacy program could be effective in reducing symptoms of withdrawal/depression and may subsequently help reduce internalizing problems over time.
Health professionals and educators could implement inclusive physical literacy interventions to improve mental health in school-aged children with DCD or motor difficulties, specifically addressing withdrawal/depressed symptom.
physical literacy
mental health
