Body–Machine Interfaces help restore movement and functional independence to individuals with movement impairments. However, learning the movement coordination to control these interfaces through trial-and-error often takes extensive time and effort and can raise safety concerns. We examined the effect of joint dyadic practice, a practice strategy in which a novice performs the task concurrently with an expert, in facilitating independent performance. We recruited three groups of participants who learned a novel cursor control task: (a) a Solo group that practiced the task on their own, (b) a Dyad-Vision group in which novices practiced the task simultaneously with an expert while being able to observe their movements, and (c) a Dyad-NoVision group that was identical to the Dyad-Vision group but without vision of their partner. Independent performance was assessed using a pre-/posttest design in which all participants performed the task on their own. Results showed that all groups improved with training; however, while Dyad groups showed better task performance than the Solo group during training, the Solo group showed better independent performance in the posttest. These results suggest that, while joint dyadic practice can help task performance during training, reducing the reliance on the expert is a key consideration to facilitate independent performance.
We applied a person-centered approach to identify social-motor skill profiles of children, as per proxy report, and how profiles differ in social, recreational, and leisure activity participation. Parents/guardians ( N = 515) reported on their 5- to 15-year-olds’ social-motor skills and characteristics of participation (i.e., frequency, assistance required, child pleasure, and parental satisfaction). Using latent profile analysis, we identified a 6-profile solution as optimal for representing the distinct configurations of social skills and motor skills within children. Weak (Profile 1) and strong (Profile 6) combinations of social and motor competencies were identified, alongside four subpopulations with varying combinations of social and motor competencies (i.e., Profile 2: below-average social and weak motor; Profile 3: below-average social but above-average motor; Profile 4: above-average social and average motor; Profile 5: above-average social and strong motor). Subsequent analyses focused on identifying how profiles differ on participation measures. Differences in subpopulations offer insights into the confluence of social and motor competencies in relation to participation. The results reinforce the notion that social skills are a key driver of children’s experiences, while recognizing that motor skills must be considered.
The substantial variability in gross motor coordination (GMC) across populations underscores the need to establish context-specific reference values. This study aimed to (a) establish normative reference values for GMC performance in Brazilian children; (b) model the developmental dynamics by estimating pseudovelocity curves for each GMC test; and (c) conduct a comparative analysis of GMC performance of Brazilian children against established data from other international populations. A cohort of 2,212 children (1,133 boys), aged 5–10 years, was assessed using the Körperkoordinationstest für Kinder battery. Normative and pseudovelocity curves were generated using the Generalized Additive Models for Location, Scale, and Shape approach. International comparisons were conducted using published Körperkoordinationstest für Kinder data against normative findings. Körperkoordinationstest für Kinder data showed a consistent age-related improvement in GMC across both sexes, with boys generally performing better. Pseudovelocity curves indicated a progressive attenuation in the rate of coordination gain with increasing chronological age. Furthermore, the pseudovelocity curves indicated that the developmental peak in GMC gain generally occurred earlier in girls than in boys. An international comparative analysis showed lower GMC performance among Brazilian children, especially girls, across multiple subtests compared with international cohorts. This study offers a comprehensive set of normative and pseudovelocity data for GMC in Brazilian children, underscoring population-specific variations. These findings emphasize the need for context-specific reference data to identify developmental trajectories and motor delays accurately and to inform tailored interventions.
Fundamental movement skills (FMS) are a foundation for children’s engagement in physical activity, social participation, and long-term health. Children with physical disabilities often face barriers that limit FMS development. Standardized assessments frequently lack detail and fail to capture adaptive strategies or variability in performance. This study explored the level and variability of FMS proficiency among children with physical disabilities to gain deeper insights into their motor profiles. An exploratory multimethods design was used with 19 children aged 3–10 years with physical disabilities. FMS were assessed using the Test of Gross Motor Development—Third Edition. Quantitative performance data were combined with qualitative video observations. Analyses examined differences by age, sex and gender, and mobility aid use. Participants showed significantly lower FMS scores than normative data, especially in locomotor skills. While higher FMS proficiency was observed in older age groups, progress was uneven and certain skills plateaued. No significant differences in total scores were found by sex and gender, but qualitative data revealed differences in movement strategies and motivation. Children using mobility aids scored lower in locomotor tasks than children without. Individualized, strengths-based assessments and precision rehabilitation approaches are needed to support inclusive interventions for children with physical disabilities.
This study examined the intra- and interrater reliability of variability-based outcomes derived from resistance sense and joint position sense tests in children with developmental coordination disorder, as reliable proprioceptive assessment in this population remains challenging, particularly for measures reflecting performance variability. Twenty-eight children with developmental coordination disorder aged 10–15 years completed resistance sense and joint position sense tasks using adapted testing protocols. Variable error and the coefficient of variation were calculated across repeated measurements. Intraclass correlation coefficients for both variability-based outcomes varied widely and consistently indicated poor reliability across tasks, movement directions, and raters. In addition, wide confidence intervals, large standard errors of measurement, and smallest detectable differences, as well as substantial intra- and interrater bias, highlighted marked measurement inconsistency. These findings indicate that variability-based proprioceptive measures demonstrate low and inconsistent reliability in children with developmental coordination disorder and should not be recommended for routine use in research or clinical settings. By contrast, absolute error appears to represent a more robust proprioceptive outcome for this population.
