Motorisen oppimisen vaikeuden tunnistaminen ja tukeminen kouluympäristössä
Published in
JYU dissertationsAuthors
Date
2018Discipline
LiikuntapedagogiikkaCopyright
© The Author & University of Jyväskylä
Motor learning difficulties, such as the developmental coordination disorder (DCD),
imply substantial difficulties in learning new motor skills. The purpose of this study
was to develop an observation tool for teachers to identify motor learning problems. A
further aim was to clarify how teachers can support children with motor learning
challenges in the school environment.
The study consisted of four sub-studies. The first sub-study comprised a systematic literature review on the psychometric properties and usability of the observation
forms used internationally. The Dutch Motor Observation Questionnaire for Teachers
(MOQ-T) was selected for cross-cultural translation and adaptation. Its translation
work and reliability were analysed in the second sub-study. In the third sub-study, the
psychometric properties of the Finnish version, MOQ-T-FI were analysed based on a
larger set of empirical data. The last sub-study was a descriptive review exploring
more closely how motor learning difficulties can be identified and pupils supported in
the school environment.
The development as well as reliability assessments of the MOQ-T-FI questionnaire were based on five different data sets. The data of pretest 1 consisted of evaluations by 11 teachers (children n = 33, age 6–13, average 9.85). The data of pretest 2
comprised children in eight comprehensive schools (teachers n = 27; children n = 193;
age 6–12, average 9.5). The Finnish reference value data for MOQ-T-FI were collected
as comprehensively as possible from the various parts of Finland (teachers n = 111;
children n = 850; age 6–9, average 7.7). In addition, two complementary data sets not
included in the sub-studies were utilised.
The studies demonstrated that teachers have good opportunities to identify motor learning difficulties in the school environment. MOQ-T-FI is a functional, simple to
use and culturally neutral screening instrument. In terms of validity, it is relatively
suitable for identifying pupils’ motor learning difficulties, and for its usability it is very
suitable for the purpose. However, repeatability and usability should be examined
more in the future.
A multiphase approach is generally recommended for supporting pupils with
motor learning difficulties. The support for children’s motor learning should cover
every level of the three-step support model. The study encourages the early identification of problems and the strengthening of the self-esteem, motor skills and competence
of pupils with motor problems. This should take place in a positive and supportive
atmosphere. The early identification of motor learning difficulties and efficient support,
at their best, can reduce the risk of social and educational exclusion as well as prevent
more extensive problems and deeper motor skills deficits.
...
Publisher
Jyväskylän yliopistoISBN
978-951-39-7571-5ISSN Search the Publication Forum
2489-9003Contains publications
- Artikkeli I: Asunta, P., Viholainen, H., Ahonen, T. & Rintala, P. 2018. Psychometric properties of observational tools for identifying motor difficulties – a systematic review. BMC Pediatr 19, 322 (2019). DOI: 10.1186/s12887-019-1657-6
- Artikkeli II: Asunta, P., Viholainen, H., Westerholm, J., & Rintala, P. (2015). Motoriikan havainnointilomake (MOQ-T) suomalaisille opettajille - Motor Observation Questionnaire for Teachers -lomakkeen kulttuurinen kääntäminen. Liikunta ja tiede, 52 (1), 78-86. https://jyx.jyu.fi/handle/123456789/52145
- Artikkeli III: Asunta, P., Viholainen, H., Ahonen, T., Cantell, M., Westerholm, J., Schoemaker, M. M., & Rintala, P. (2017). Reliability and validity of the Finnish version of the motor observation questionnaire for teachers. Human Movement Science, 53, 63-71 DOI: 10.1016/j.humov.2016.12.006
- Artikkeli IV: Asunta, P., Mälkönen, I., Viholainen, H., Ahonen, T., & Rintala, P. (2014). Miten voimme tunnistaa lapset, joilla on motorisen oppimisen vaikeuksia, ja tukea heitä kouluympäristössä?. NMI-Bulletin, 24 (4), 4-21.
Keywords
havainnointilomakkeet MOQ-T (The Dutch Motor Observation Questionnaire for Teachers) motorisen oppimisen vaikeus kehityksellinen koordinaatiohäiriö alakouluikäiset lapset motor learning difficulty motor learning problems developmental coordination disorder DCD primary school children observation assessment screening schools (educational institutions) lower comprehensive school teachers school children supporting early support learning difficulties motor skills (general) coordination (motor functions) forms of support three-step support forms (documents) observation forms physical education (upbringing) Kuvaileva katsaus oppiminen motorinen oppiminen koulut alakoulu opettajat oppilaat tukeminen varhainen tuki oppimisvaikeudet motoriset taidot koordinaatio (motoriikka) tukimuodot kolmiportainen tuki data lomakkeet havainnointi arviointi liikuntakasvatus
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