A Study of undergraduate physiotherapy students

Abstract Background: Motor skill development refers to the development of physical abilities over time and factors influencing these changes (Ulrich 2007). Children with Developmental Coordination Delay (DCD) display a delay in this process (APA 2000). Objectives: To gain an insight into teachers’ knowledge on motor skill development in children, and whether a teacher can recognise a child with poor motor skill development, including fine and gross motor skills, balance, and coordination. Methods: A qualitative approach was used, where focus groups were conducted in a semi-structured interview style. Following approval from the University of Limerick Research Ethics Committee, three interviews were conducted. Eight eligible primary school teachers took part in the study. Data was audiotaped, transcribed verbatim, analysed extensively until themes and subthemes were identified. Results: Overall, teachers displayed varied knowledge on motor skill development. Teachers demonstrated confusion regarding activities involving fine motor skills, often confusing them with gross motor skills. Teachers discussed gross motor skills in less depth and detail than fine motor skills. Most teachers displayed accurate knowledge on balance. The majority of teachers were unable to define coordination but succeeded in linking appropriate activities to the term. The ability to identify a child with poor motor skills and the experience of teachers were factors to be considered in relation to their knowledge. Conclusions: Gaps in primary school teachers’ knowledge in Ireland exist on motor skill development, potentially limiting their ability to identify a child with delayed motor skill development. Increased education on motor skill development amongst teachers is required.