The Effect Of Coordination Exercise On Improving Some Locomotor And Physical Abilities And Ease Attention Deficit Hyperactivity Disorder

School aged children with development coordination disorder will increase their visual motor skills with the aid of a six week basketball protocol intervention.

ADHD is a medical condition that occurs in the brain, that affects how well someone can sit still, focus and pay attention. ADHD was first mentioned in 1902 by Sir George Still. He described it as “an abnormal defect of moral control in children”. He found that some affected children couldn’t control their behavior like a typical child could, but they were still intelligent. It was then named hyperkinetic impulse disorder. In the late 1960’s, the American Psychiatric Association (APA) formally recognize ADHD as a mental disorder.

In considering a differential diagnosis of ADHD and a learning disability, there are a few specifics that school counselors should consider. Children with hyperactivity underachieve because of their difficulty attending in the classroom, low rates of academic engagement, and inconsistent work completion (DuPaul et al., 2008). Children with a diagnosis of ADHD, behaviors are pervasive, exhibited in both the home and school environments, and impair academic and social functioning (Barkley, 2003). In differentiating the symptoms of hyperactivity disease with other mental health disorders, the authors have noted that similar symptoms of inattention have been found in children who have mental retardation. Symptoms of oppositional defiant disorder should also be differentiated with hyper activeness, although many children are diagnosed with both. Distinguishing between

Attention Deficit Hyperactivity Disorder (also referred to as ADHD) is a common emotional and behavioural difficulty problem. According to the HADD Ireland Website (2014), Attention Deficit Hyperactivity Disorder is a medical/neurobiological condition in which the brains neurotransmitter chemicals, noradrenalin and dopamine do not work properly. ADHD is a disorder that without the correct detection, treatment and management can have considerable and long lasting effects and consequences for an individual. It is a genetic and long term condition which results in different learning and behavioural issues. ADHD is typically described as being made up of 3 main behaviours which include; Predominantly hyperactive; impulsive, poorly

Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and

Attention-Deficit/ Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is found in approximately 5% of children and is characterized by disruptive patterns of inattention and/or hyperactivity and impulsivity that persists for at least six months (American Psychiatric Association, 2013). The prevalence of ADHD makes it an especially important disorder to study.

Occupational therapy practitioners are trained at assessing body function, activity limitations, and participation restrictions (Roe, 2013). Such restriction includes; physical disability. An occupational therapist must evaluate the client's baseline function before creating an intervention to help in reducing long-term disability by facilitating the participation in everyday activities, areas of occupation, and social roles (Powell, Rich, & Wise, 2016). According to parenting and child care “A physical disability is any condition that permanently prevents normal body movement and/or control. There are many different types of physical disabilities. Some of the main ones include; Muscular dystrophies, Acquired brain and spinal injuries, Spina bifida, Cerebral palsy” (2016). However, the underlying factor of physical disability is motor control. Motor control is referred as the ability to use

Attention-deficit hyperactivity disorder (ADHD) refers to developmentally inappropriate degrees of inattention, impulsiveness, and hyperactivity (Hockenberry, Wilson, & Rodgers, 2017). ADHD is commonly found in school-aged children. While some children have a problem within one of the three areas, there are others who have a problem on all three areas. Since children with ADHD are lack in attention, increased impulsiveness and hyperactivity, it carries out to how the child acts.

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

His method to compare the behaviors were to have four mixed groups of students with known disabilities such as ADHD, a reading disability and both ADHD and reading disabilities, and a comparison group. Teacher reports, from age 5 to 13 years, and, parent reports from age 5 to 15 years, were analyzed. Antisocial behaviors and hyperactive activities being displayed were examined and measured. The reports were able to conclude that while at home students, students with ADHD and or with a reading disability displayed significantly more hyperactive behaviors than children with just a learning disability, comparison groups. Results also concluded that students in school, children with the disabilities typically exhibited significantly more hyperactive and antisocial behaviors than children from the comparison group. Students with both ADHD and a reading disability displayed significantly more antisocial behaviors, than children from any other

The muscular strength for both boys and girls remains limited and therefore activities will involve moderate to vigorous activity with resting periods in between. Activities focus on the development of gross motor skills and will progress towards the development of fine motor skills. The cognitive level of development for these students will also be taken into consideration by dividing learning experiences into manageable pieces with concise instructions, short demonstrations and enough time for them to explore and create within simple and clear boundaries.

Previous to this assignment, I believed that children’s gross motor skills mainly developed during middle and late childhood. What stood out to me the most about middle and late childhood was that children girls tend to grow taller than the boy, the boy tend to be stronger that the girls due to an increase in their muscle cells. Simultaneously, I learned that during these ages children’s fine motor development increases because they begin to write and draw with precision, tie their shoes, and string small beads. Lastly, I learned that certain disabilities affect a child typical physical development. For example, Cerebral Palsy can cause hypo- or hypertonia which affects the muscle tone in a

The study’s aim was to investigate the effect of a combined strength and endurance exercise program on walking ability, lower limb strength, balance, and flexibility in children with cerebral palsy. The exercise participants trained after school classes. The exercise group participants went through a combined strength and endurance training program which was constructed by a group of pediatric physical therapists for 70 minutes a day, 3 days a week, for 8 weeks, while the control group did not participate in the exercise program. After the 8 week training period was over, a 6-minute walk, 30-second sit-to-stand, 10-minute walk, and Functional Reach Test was conducted on both the control and exercise group. The participants in the exercise group showed a significant improvement over their base values at the beginning of the study and scored significantly higher than the participants in the control group. From the results, the researchers concluded that a combined exercise training program improved the walking ability, functional lower limb strength, and balance in children with cerebral palsy. STATISTICAL SUMMARY A randomized controlled trial was conducted at a special education school for children with disabilities. Participants with cerebral palsy were randomly allocated into an exercise group and a control group by computer. The children were stratified by age, sex, and their Gross Motor Function Classification System

The purpose of the study is clearly stated in the research article as being “…to examine the effects of task-oriented training on mobility function in children with cerebral palsy” (p. 308). No significance statement was in the report, however, it can be suggested that the significance was found in how much improvement is attainable for children with cerebral palsy with the task-oriented strength training therapy.

Children are recommended to get 60 minutes of physical activity a day, but many schools do not promote this activity. In fact, only 4% of all school-aged children are offered daily physical education, which can affect their learning in a negative way. Children who are given short exercise sessions throughout the day can have reduced off-task behaviors, better attention span, and are able to apply their knowledge and memory; overall enhancing the students readiness and ability to learn. Research has been done to examine the relationship between physical activity and academic achievement. On several tasks the results showed that children who took part in a