This review examined the associations of physical activity (PA) and motor proficiency (MP) in children. The 14 selected studies contained a variety of motor ability tests and the PA measured with the use of accelerometers, pedometers and questionnaires. These studies provided various ways of estimation of PA and MP. Gender differences appeared in many studies for MP and PA but in general findings suggest that high time spent in sedentary behavior was a predictor of low motor coordination and MP is a significant predictor of PA in children. Finally are presented the limitations of the studies with the purpose to provide more valid and accurate measures of PA and MP in the future.
The purpose of the present study was a preliminary investigation of the prevalence of probable developmental movement difficulties among children with learning disabilities within Greek school environment. Participants were 107 students from eight elementary schools in North-Western Greece. Fifty four of the participants had been recently diagnosed as children with learning disabilities. Fifty three classmates of the same age and sex but with no learning disabilities formed the control group. The Movement Assessment Battery for Children (Henderson & Sugden, 1992), which was used for motor assessment, includes three motor domains: manual dexterity, ball skills and balance. According to the results, 35 children (64.8%) of the experimental group exhibited severe movement problems while the respective number for the control group was eight (15.1%). Further statistical analysis revealed significant differences between the two groups regarding all motor domains as well as the total motor score. Within its limitations, the current study seems to be in agreement with the concurrent relative bibliography which states that, quite frequently, children with learning disabilities face motor coordination disorders as well. Despite the preliminary nature of the present study, it seems that motor assessment should be an integral part of the more general procedures of the assessment of learning disabilities.