Πρόγραμμα Παρέμβασης σε Παιδιά με Αναπτυξιακή Διαταραχή Ψυχοκινητικού Συντονισμού Ηλικίας 4–8 Ετών (IPCDCD-40)

Description

The Intervention Program for Children with Developmental Coordination Disorder (DCD) is designed for children aged 4 to 8 years and aims to improve key psychomotor skills that affect everyday functioning and participation in movement-based and social activities.

The main areas of intervention are the improvement of psychomotor coordination, balance, spatial perception, fine motor skills, and gross motor skills. At the same time, the program seeks to enhance children’s social interaction and self-confidence.

Purpose

The primary purpose of the program is to systematically strengthen motor skills through targeted and repetitive activities adapted to the needs of children with DCD.

The intervention aims not only to improve motor performance, but also to support functional independence, participation in group activities, and a more positive perception of the child’s own abilities.

Main Areas of Intervention

The program includes activities targeting gross motor skills, such as balance exercises and ball throwing or catching activities.

It also includes activities intended to improve fine motor skills, such as drawing and cutting with scissors.

In addition, spatiotemporal coordination is supported through rhythmic exercises and group games, while participation in group activities is used to strengthen self-confidence and social skills.

Methodology

The total duration of the program is 12 weeks, with three sessions per week, each lasting 45 minutes.

Each session follows a structured format.

The warm-up phase, lasting approximately 10 minutes, includes rhythmic exercises and stretching in order to prepare the body for movement.

The main activity phase, lasting approximately 25 minutes, includes individualized exercises aimed at improving balance, coordination, and movement accuracy.

The cool-down and review phase, lasting approximately 10 minutes, includes simplified games and self-evaluation activities intended to strengthen self-esteem and social interaction.

Assessment Tools

According to the source material, children’s progress may be evaluated using the Movement Assessment Battery for Children (MABC-2) together with observational rating scales completed by parents and teachers.

The combination of standardized assessment tools and observational information can provide a more comprehensive picture of motor development and functional improvement.

Evaluation of Progress

Progress may be monitored at regular intervals through comparisons of motor performance, balance, coordination, and participation in activities.

Particular attention may also be given to changes in self-confidence, participation in group play, and the child’s overall level of everyday functioning.

Applications

The program may be implemented in school, therapeutic, occupational therapy, and psychomotor intervention settings, as well as in individualized or small-group intervention formats.

Its systematic use may contribute to improving motor competence, independence, and participation in activities related to daily living, play, and learning.

References

Henderson, S. E., & Sugden, D. A. (1992). Movement Assessment Battery for Children. Pearson.

Blank, R., et al. (2019). European clinical guidelines for developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242–285.

Wilson, P. H., et al. (2013). Cognitive and Motor Deficits in Developmental Coordination Disorder. Springer.